Master of Education in Educational Management

Purpose

The purpose of the Master of Education in Educational Management is to enable students to develop the professional skills, knowledge and attitudes that are necessary to become competent education managers and leaders. Further, it will enable students to develop intellectual, theoretical and disciplinary knowledge of and insight into theories, concepts and practices in Educational Management and Leadership. From a broader knowledge base, students will be able to reflect critically on and evaluate their experience, performance and progress, and be able to transfer and apply skills and knowledge to different contexts. As can be deduced from the formal purpose statement, the Master of Educational Management is aimed at emerging and practising educational managers and leaders in both public and private and formal and non-formal education. It aims at advancing the professionalisation of Educational Management and Leadership practice and at building capacity with regard to Educational Management and Leadership research. It further aims to achieve the consolidation and deepening of knowledge and expertise in Educational Management and Leadership and to explore how theoretical knowledge in these areas can be used to address issues of practice in various education settings. It also aims to provide students with the capacity to analyse the research methodology and techniques of educational research and to conduct and report on research, under supervision, in order to prepare for research-based post graduate studies.

The aim is to advance enquiry into and reflects on findings from research on management and leadership practice.

The Exit Level Outcomes of this qualification require that students demonstrate the following competencies

• Problem solving: the selection and application of problem-solving strategies to everyday educational management and leadership problems and the application of the proposed solutions in different educational situations and contexts.
• Research competence: collecting, recording and analysing data and by evaluating research theory related to educational management and leadership issues.
• Team and collaborative work in educational management and leadership: applying relevant managerial and leadership skills and knowledge.
• Developing a macro vision and facilitating a shared vision for effective educational management and leadership which is grounded in appropriate managerial and leadership knowledge, values, skills and attitudes.
• Managing diversity and promoting an organisational culture based on managerial and leadership theory and practice that is conducive to teaching and learning in a multicultural society.
• Advanced reflection on professional and personal development.
• A commitment to high ethical standards in the practice of educational management and leadership.

Rationale

The Master of Education in Educational Management aims to facilitate the development of competent educational managers and leaders for the growing national and international market for educational managers and leaders. With this qualification, students will acquire the skills needed to be an effective manager, leader or administrator. Among the students who enrol for the qualification will be school principals or head teachers, deputy or assistant principals, heads of department, district and departmental officials, teachers and candidates who work in management and leadership positions in education. This qualification will also be ideal for management team members, deputy and assistant principals and teachers seeking careers in management and leadership.

There is a high demand for managers and leaders with specialised knowledge and skills. The qualification will enable managers and leaders to develop professional skills, knowledge and attitudes that are necessary to become highly competent managers and leaders. Students will be able to use research and technology to develop practices that support a culture of teaching and learning, to manage educational policies and finance and to engage with stakeholders in decision-making. The qualification will promote personal and professional growth, to enable students to assume management and leadership roles in the education sector and to enhance students' marketability and employability as managers and leaders and enable students to have access to further education and training. Students who complete this Degree will benefit society by applying their critical thinking and problem solving skills in their various workplaces and in building visionary educational communities.

Internationally, particularly in the developing world, distance education is increasingly being used for management and leadership training, to:

• Provide cost-effective pre-service and in-service management and leadership education.
• Support site-based pre-service and continuing professional development programmes for managers and leaders.
• Upgrade uncertified managers and enable those who are certified to further their management and leadership qualifications.
• Provide managers and leaders in remote or rural areas with access to professional training, thereby meeting their continuing professional development needs.
• Ensure quick dissemination of information to large numbers of managers and leaders about innovations, new methodologies and practices and new professional standards.

The vast majority of students in postgraduate education today are working adults with families and careers that make attending on-campus qualifications increasingly difficult. Many potential students live far from the cities where universities are situated. For most of these non-traditional students, online learning is a realistic option to advance their learning.

Online distance learning reduces the barriers of time, geography and economics. The Master of Education in Educational Management and Leadership provides an attractive option for distance students.

Recognition of Prior Learning (RPL)

RPL in the Master of Education in Educational Management and Leadership is aligned with the RPL policy of the institution. The faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value and the faculty accepts the challenge to assess prior learning and award credit that is aligned to the faculty's qualifications to promote lifelong learning.

The purpose of the institution's RPL policy, which directs the faculty's RPL procedure, is to Recognise Prior Learning in order to provide for admission to qualifications grant advanced placement in qualifications and grant credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

A panel of selected institution staff members will determine, on an individual basis, the competence of prospective students who apply for RPL. In determining an applicant's competence against the relevant Exit Level Outcomes, this panel will do one or more of the following:

• Verify the standard/quality of an applicant's prior qualifications.
• Ask for and assess a portfolio containing examples of the applicant's work in the field of educational management and leadership training and development.
• Observe the applicant's performance in authentic and/or in situ management and leadership situations and/or contexts.
• Conduct individual interviews with applicants to discuss the results of the evidence collection process.

Entry Requirements

The minimum entry requirements are

• Bachelor of Education Honours in Education Leadership and Management, Level 8.

Or

• A Postgraduate Diploma in Education in Leadership and Management, Level 8 on condition that the 30 Credit research requirements is also met.

This qualification consists of the following compulsory modules at Level 9 totalling 180 Credits.

• Organisational Behaviour, 20 Credits.
• Educational Leadership, 20 Credits.
• Resource Management in Educational Management and Leadership, 20 Credits.
• Educational Policy and Practice, 20 Credits.
• Qualitative Research in Educational Management and Leadership, 20 Credits.
• Quantitative Research in Educational Management and Leadership, 20 Credits.
• Research Report, 60 Credits.

1. Select and apply problem-solving strategies to everyday educational management and leadership problems and assess the application of the proposed solutions in different educational situations.
2. Conduct research through collecting, recording and analysing data and by assessing theory related to educational management and leadership.
3. Be technologically and environmentally literate.
4. Perform management and leadership tasks and duties diligently, competently and with commitment by critically reflecting on and assessing performance and conduct on an on-going basis.
5. Demonstrate advanced reflection on professional and personal development.
6. Analyse research methodology and techniques and prepare a research-based dissertation.
7. Demonstrate a commitment to high ethical standards in the practice of educational management and leadership.
8. Utilise existing and emerging international research-informed knowledge of educational management and leadership.
9. Demonstrate a deep and critical understanding of organisations and the environment in which course members operate.
10. Display global academic excellence.

Associated Assessment Criteria For Exit Level Outcome 1

• Inquire into contextual educational management and leadership issues and suggest theoretically defensible problem solving approaches.

Associated Assessment Criteria for Exit Level Outcome 2

• Conduct and produce independent research as provided for in the institutional policy.

Associated Assessment Criteria for Exit Level Outcome 3

• Display the attitudes and skills required to continue as a life-long student.

Associated Assessment Criteria for Exit Level Outcome 4

• Adaptively and creatively apply relevant management and leadership theories and concepts in novel educational situations.

Associated Assessment Criteria for Exit Level Outcome 5

• Draw on a wide variety of management and leadership theories and concepts to conceptualise and respond to educational management and leadership problems in any context.

Associated Assessment Criteria for Exit Level Outcome 6

• Access, manage, analyse, synthesise and report on educational management and leadership theory and concepts using appropriate academic resources and support.

Associated Assessment Criteria for Exit Level Outcome 7

• Display ethical and socially just attributes in management and leadership thinking and practice.

Associated Assessment Criteria for Exit Level Outcome 8

• Conduct and produce independent research as provided for in institutional policy.

Associated Assessment Criteria for Exit Level Outcome 9

• Identity and engage critically with relevant management and leadership theory as it relates to educational organisations.

Associated Assessment Criteria for Exit Level Outcome 10

• Participate in existing, organised and self-initiated learning communities.

Integrated Assessment

The assessment strategies in this qualification promote the principles of continuous assessment. This means that performance in the qualification is partly determined by the students' progress during the semester, rather than by only a final assessment mark. The final mark in each module is cumulatively compiled. It consists of at least three assessment opportunities in an approximately 28 week (year) module in accordance with the institution's Academic Regulations. These can comprise assignments, case studies, presentations, practical work, examinations, etc. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial to ensure that outcomes are assessed in an integrated manner.

The most substantial assessment task or opportunity should be moderated externally and should represent at least 50% but not more than 60% of the final mark. Module lecturers must provide written, detailed and constructive feedback to students on their work within fourteen working days of receiving assessment scripts. If a student anticipates late submission of an assignment, he/she must contact the subject lecturer or the person designated to deal with student enquiries at least three days in advance of the submission date in order to request alternative arrangements.

Module lecturers have the discretion to accept late submissions, up to two weeks after the due date, provided that this will not impact negatively on the calculation of the final mark with reference to the faculty's administrative criteria and processes. Module lecturers have also the discretion to deduct marks for late submissions that have not been arranged beforehand as stipulated in the learning/information guide.