APPLIES TO ACADEMIC YEAR 2016/2017 Norwegian version

MAN 3131/3132/3133/3134 School Management

Responsible for the course
Johan From

Department
Department of Communication and Culture

Term
According to study plan

ECTS Credits
30

Language of instruction
Norwegian

Introduction
In all its school programs the Norwegian Business School BI has as its ambition to increase pupils’ learning in the Norwegian school. In order for schools to manage this there is need for change and adaptation. Schools have to work in new and innovative ways and more resources and energy are needed to bring about change and adaptation in the school, also amongst teachers. Most changes will have to be driven by capable and precise leadership. Consequently, the school needs increased leadership capacity. One central objective of this program is to increase the school’s capacity for leadership, and here more players must become involved and contribute, teachers included. Teachers must therefore be trained in leadership. The leadership dimension will in future be more prominent in all the tasks teachers carry out at the school, both in those they traditionally attend to as teachers, but also by taking part in shaping new roles and tasks where teachers practice leadership. This program spans an extensive range of leadership roles relevant for teachers, from safeguarding the role of leader in the classroom to leading colleagues in a shared effort to make a better school. The program also provides insight and training for teachers who wish to develop themselves as leaders at the middle management level. Topics in the program thus range from classroom leadership to team and project leadership and more middle management related topics relevant for the execution of leadership at, for example, the inspector level.

Learning outcome
Acquired knowledge
The program will give students fundamental knowledge of the challenges and possibilities associated with management, why management in schools is important for the development of a better Norwegian school, how projects and teams can best be organized and what creates opposition to changes management wishes to see implemented. The program also gives students an understanding of the changes and challenges associated with the transition to a digital-oriented society and provides an introduction to how digital tools can be used in the school and in the society

Acquired skills
Students will, in their management roles, be able to express with precision why change and innovation are necessary in order to develop a school with a greater scope of student learning outcomes. They will be able to lead their colleagues through working routines that result in interactive teamwork in projects. Consequently, they will have to manage conflicts and opposition that arise due to old habits and familiar routines being challenged. Students will become familiar with, and be able to use, different tools for digital learning and communicate effectively in the digital arena.

Reflection
Students will primarily be set to develop greater responsibility and autonomy in the development of quality in the pupils’ learning process in school. They will, as leaders, be able to take qualified choices that meet the demand for digital competence in school through use of different forms of blended learning. Students will, to a greater extent than previously, feel comfortable taking a leadership role in relation to colleagues at their same level.

Prerequisites
General admissions requirement: 180 ECTS in addition to 4 years of work experience. Please consult our student regulations.

Compulsory reading
Books:
Andersen, Erling S. 2016. Prosjektledelse, dette må alle ledere vite. NKI-forlag
Hattie, John. 2013. Synlig læring for lærere : maksimal effekt på læring. Cappelen Damm akademisk. 347 sider.
Helmke, A. 2013. Undervisningskvalitet og lærerprofessionalitet : diagnosticering, evaluering og udvikling af undervisningen. Dafolo forlag. Kap 3 og 6
Marzano, R. J.. 2003. Classroom management that works. Research Based Strategies for Every Teacher. ASCD
Nordahl, Thomas. 2016. Dette vet vi om bruk av kartleggingsresultater i skolen. Gyldendal Akademisk
Ogden, Terje. 2012. Klasseledelse; praksis, teori og forskning. Gyldendal akademiske
Ringstad, H og Ødegard T.. 2012. Typeforståelse : Jungs typepsykologi : en praktisk innføring. 4. Optimas
Roald, Knut. 2012. Kvalitetsvurdering som organisasjonslæring. Fagbokforlaget. Kap 1, 3, 6

Book extract:
Brønn, Peggy og Arnulf, Jan Ketil. 2014. Kommunikasjon for ledere og organisasjoner. Kap. 6 s. 149-177

Articles:
Aktuelle artikler og utdrag kommer i tillegg til hver samling
Guskey, Thomas R.. 2007. Kap 1: Using Assessments to Improve Teaching and Learning. " I Ahead of the curve: the power of assessment to transform teaching and learning. Ind: Solution Tree
Nishii, Lisa H; Lepak, David P; Schneider, Benjamin. 2008. Employee Attribution of the «why» of HR Practices: Their Effects on Employee Attitudes and Behaviors, an Customer Satisfaction.. Personnel Psychology. ABI/INFORM Complete

Other:
What Works Clearinghouse (2009): Using student achievement data to support instructional decision-making. Institutet of Education Sciences. http://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/dddm_pg_092909.pdf


Recommended reading
Books:
Hattie, John og Gregory C.R. Yates.. 2014. Synlig læring: hvordan vi lærer. Cappelen Damm akademisk
Hattie, John. 2013. Synlig læring: et sammendrag av mer enn 800 metaanalyser av skoleprestasjoner. Cappelen Damm akademisk
Kotter, John P.. 1995 mars-april 59-68. Leading change: Why Transformation Efforts Fail. Harvard Business Review
Kotter, John P.. 2015. Ledernes egentlige oppgave. I Martinsen, Øyvind L. Perspektiver på ledelse. Gyldendal Akademiske. s 57-67
Nordahl, Thomas. 2012. Klasseledelse. Gyldendal akademisk. En del av serien: Dette vet vi om
Robinson, Viviane. 2011. Student-centered leadership. Jossey-Bass
Tapscott, Don. 2009. Grown up digital: How the next generation is changing your world.. McGraw-Hill. Kapittel 1-4

Course outline
Module 1
What creates good learning outcomes
The school as an organization
The most important factors influencing effectiveness in the school

Module 2
Introduction to blended learning and the blog method

Module 3
Transition to the digital information society
Digital tools/Blended learning

Module 4
Team and team management
Change management

Module 5
As a part of the program, leadership training will be provided. Leadership training will be a combination of introductory lectures, exercises and feedback. The purpose of this is to instill in students confidence in demanding leadership situations.

In leadership training, students’ own leadership profiles will be addressed, both to assess how they themselves as leaders use their resources and as a foundation for developing their own leadership style. Central to this is the development of individual action plans and how these can be implemented in their leadership style.

Module 6
Project management
Model school management

Computer-based tools


Learning process and workload
The program is carried out in five modules of two days’ duration in addition to one module for leadership training. In between the modules, there will be extensive use of net-based exercises such that teaching time comes to a total of 150 hours. The program is based on a “blended learning” concept, e.g. a teaching platform in which modules and net-based learning are the two major forms of teaching. This puts time management and self-study of the syllabus at a premium. Personal counseling will vary somewhat in the different Executive Master of Management programs. Personal counseling will be provided in addition to counseling during the lectures. In general, students can expect advisory counseling as opposed to evaluative counseling. Counseling time is estimated to be two hours per student taking the Master’s program as a standard program. For students taking the Master’s program as their graduating program, the time estimated for counseling is six hours per term paper.

In programs in which attendance is not mandatory, it is the student’s responsibility to access the information given during the lectures but not made available in the program’s homepage/It’s learning or other course material.


The program requires access to PC/Mac. In addition students must have programs that convert html to pdf.
It’s learning is a central digital platform for the course. Students will also have to become familiar with other digital tools.


Examination
The students are evaluated through a term paper, counting 18 ECTS, and a course paper, 12 ECTS.

Both evaluations must be passed to obtain a certificate for the program.

For students taking this programme as the final Master of Management Program the following applies:
The students are evaluated through a term paper, counting 24 ECTS and a course paper, 6 ECTS. The term paper may be written individually or in groups of maximum two persons. Both evaluations must be passed to obtain a certificate for the program.
Examination code(s)
MAN 31311 - Term paper; counts for 100 % of the grade to pass the program MAN 3131, 18 ECTS.
MAN 31321 - Course paper; counts for 100 % of the grade to pass the program MAN 3132, 12 ECTS.
Both evaluations must be passed to obtain a certificate for the program.

For students taking this program as the final Master of Management Program the following applies:
MAN 31331 - Term paper; counts for 100 % of the grade to pass the program MAN 3133, 24 ECTS.
MAN 31341 - Course paper; counts for 100 % of the grade to pass the program MAN 3134, 6 ECTS.
Both evaluations must be passed to obtain a certificate for the program.

Examination support materials


Re-sit examination
At the next completion of the course. When a program is discontinued, a replacement program is used for the re-sit.

The assessment is mainly based on more than one examination code. Where this is the case, you may re-sit only the assessed components of one of these examination codes. Where this is not the case, all of the assessed components of the course must be retaken. All re-sit examinations will incur an additional fee.

Additional information