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Unit of study_

EDPA5001: Leading organisations for social justice

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Organisation theories provide us with different lenses through which we can understand what an organisation is and what it means to be part of one. This unit explores the purpose and impact of organisations from a social justice perspective. It explores the development of organisation theory over time and connects theory with research and practice in order to understand organisations, systems, management and administration, and impact. Reference will be made to social, philosophical and organisational theories. The focus will be on competing theories, alternative approaches to management and ethical concerns and what this means for contemporary practice in a variety of educational systems.

Unit details and rules

Unit code EDPA5001
Academic unit Education
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
None
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Christine Grice, christine.grice@sydney.edu.au
Type Description Weight Due Length
Assignment Essay
Essay: The ethics of leading educational organisations
40% Week 06
Due date: 01 Apr 2022 at 23:00
2000 words
Outcomes assessed: LO1 LO2 LO3
Assignment Online post
Discuss the advantages and disadvantages of using a survey methods.
5% Week 09
Due date: 28 Apr 2022 at 16:21
500 words
Outcomes assessed: LO1
Assignment Online post
Discuss the advantages and disadvantages of using interviews/focus groups
5% Week 09
Due date: 28 Apr 2022 at 16:24
500 words
Outcomes assessed: LO1
Assignment Grants pitch
Write a grants pitch for an educational system based on an ethical issue
50% Week 13
Due date: 25 May 2022 at 22:35
3000 words
Outcomes assessed: LO1 LO4 LO3 LO2

Assessment summary

Assignment 1:

Essay: The impact of systems on educational leadership

 

Assignment 2:

Write a research grant for an educational system based on an ethical issue.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical and original.

Impressive and original depth of understanding of the content and discipline is displayed. Information is gathered from a wide range of current & relevant sources beyond the core materials.

Superior clarity in written presentation and expression with attention to detail in all aspects evident.

Persuasively articulates argument displaying clear focus & academic rigour. Respectful of diverse backgrounds & experiences.

Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument.

Scholarly critique of academic literature. Generates, develops, uses and justifies own ideas or original concepts based on a wide range of academic sources.

Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times.

Critical assessment and analysis of the relationship between theory, research and practice. Possible insightful and/or original deployments of theory or theoretical concepts. Implications for personal and professional practice are carefully considered and explored. Work potentially worth dissemination and/or postgraduate study.

Distinction

75 - 84

Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent and logical.

Thorough and comprehensive understanding of the content and/or discipline gathered from a wide range of current & relevant sources beyond the core materials.

Fluent and succinct communication style appropriate to the assessment task. Grammar, spelling, use of language and punctuation is appropriate and accurate.

Communicates effectively using a variety of relevant, imaginative, fluent and professional presentation styles and communication methods. Evidence of deep reflection on the presentation. Respectful of diverse backgrounds & experiences.

Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications.

Scholarly critique of the literature using a variety of relevant sources to develop own ideas.

Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times.

Insightful critique or consideration of relationship between theory, research and practice. Personal/professional implications for practice considered.

Credit

65 - 74

Strong organizational & conceptual skills and evidence that the task is logical and coherent.

Considers topics and issues in the broader disciplinary context. Evidence of having read current and relevant sources beyond the core materials.

Communication is mainly clear, fluent and appropriate to document. Grammar, spelling, use of language and punctuation is accurate.

Uses a variety of discipline appropriate formats to communicate confidently & effectively. Evidence of reflection on the presentation. Demonstrates sensitivity to diverse backgrounds & experiences.

Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions.

Substantial critical appraisal of the relevant literature to develop own ideas.

Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations.

Critical or evaluative discussion/thinking about links between theory, research and practice.

Pass

50 - 64

Demonstrates task organization and conceptual understanding in a style which is mostly logical and coherent.

Clear understanding of topic. Demonstrates understanding of materials presented in core texts and readings.

Communication is appropriate to the assessment task and is mostly fluent and clear. Grammar, spelling, use of language and punctuation mostly accurate.

Communicates competently in a variety of formats appropriate to the discipline and report procedures in a structured manner using relevant information. Evidence of sensitivity to diverse backgrounds & experiences.

Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions.

Evidence of critical appraisal of literature, with a recognition of different perspectives.

Uses APA referencing style with minimal errors. Effective use of relevant quotations.

Beginning to develop critical reflection and analysis of practice through theory and
research. Relevant concepts etc applied in a generally appropriate and thoughtful way.

Adequate attendance and participation in forums that meets stated criteria.

Fail

0 - 49

Communication is unstructured and unfocused and/or in a format inappropriate to the discipline. Not all material is relevant and/or is difficult to understand. May be evidence of insensitivity to diverse backgrounds & experiences.

Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions.

Literature is presented uncritically and in a purely descriptive way.

Many errors or no use of APA conventions in referencing. Fails to meet University’s academic honesty policy.

Very little or no consideration of the relationships between theory, research and practice.

Inadequate attendance or participation in online forums that does not meet stated criteria.

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Module 1 Understanding Organisations; Session 1: What is an organisation? Purpose, theory and practice Seminar (2 hr) LO1 LO2 LO3 LO4
Week 02 Module 1 Understanding Organisations; Session 2: Using theoretical lenses for understanding organisations Seminar (2 hr) LO1 LO2 LO3 LO4
Week 03 Module 1 Understanding Organisations; Session 3: Organisational webs and networks Seminar (2 hr) LO1 LO2 LO3
Week 04 Module 2 Understanding Management and Administration; Session 4: Management perspectives, scientific management and ethics Seminar (2 hr) LO1 LO2 LO3 LO4
Week 05 Module 2 Understanding Management and Administration; Session 5: Leading inclusivity in educational systems and schools Seminar (2 hr) LO1 LO2 LO3 LO4
Week 06 Module 2 Understanding Management and Administration; Session 6: Administration and Bureaucracy Seminar (2 hr) LO1 LO2 LO3
Week 07 Module 3 Organisations and purpose; Session 7: Symbols and metaphors of organisations: seeing and not seeing Seminar (2 hr) LO1 LO2 LO3
Week 08 Module 3 Organisations and purpose; Session 8: Organisational behaviour, social justice and the humane Seminar (2 hr) LO1 LO2 LO3 LO4
Week 09 Module 3 Organisations and purpose; Session 9: Ideology, goal diversity, and purpose Seminar (2 hr) LO1 LO2 LO3 LO4
Week 10 Module 4: Organisations and impact; Session 10: Policy and practice Seminar (2 hr) LO1 LO2 LO3 LO4
Week 11 Module 4: Organisations and impact; Session 11: Organisation and system complexity and chaos Seminar (2 hr) LO1 LO2 LO3
Week 12 Module 4: Organisations and impact; Session 12: Individualism, holism, and systemism: ethnography and reflexivity Seminar (2 hr) LO1 LO2 LO3 LO4

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. 

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Demonstrate and apply an understanding of organisational theory and organisational leadership and apply one to the methodology of a research design project.
  • LO2. Demonstrate an awareness of the history and development of the field and apply these methodologies to different historical and contemporary situations.
  • LO3. Demonstrate and apply an understanding of aspects of organisational behaviour and the impact of organisations from an ethical perspective.
  • LO4. Write a research-based grants pitch for a contemporary organisation.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
1.5.4. (Lead) Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
3.6.4. (Lead) Conduct regular reviews of teaching and learning programs using multiple sources of evidence including student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues.
LO3
Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
1.3.4. (Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.6.4. (Lead) Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies.
4.1.4. (Lead) Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.

This section outlines changes made to this unit following staff and student reviews.

The question for Assignment 1 has changed.

There is no other relevant information for this unit.

Additional costs

There are no additional costs for this unit

Site visit guidelines

There are no site visit guidelines for this unit.

Work, health and safety

There are no specific WHS requirements for this unit.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.