MAN 5137 Management of Learning and Change I
|MAN 5138 - første semester|
|MAN 5139 - andre semester|
BI Norwegian Business School has an ambition to increase pupils’ learning in the Norwegian school. In order for schools to accomplish this there is a need for adaptation and change. Schools have to work in new and innovative ways and more resources must be involved in development and change, including the teachers. Teachers must therefore be trained in leadership. The leadership dimension will in the future be more pronounced in all the tasks teachers work with at the school, both traditional tasks but also by the creation of new roles and tasks where teachers practice leadership. The programme reaches over a number of leader roles that are relevant for teachers, from performance of the leader role in the classroom to leadership in connection with colleagues in a common effort to make a better school. The topics of the programme thus range from classroom management to team management and project management.
The programme teaches students what leadership in the school embraces with regard to possibilities and challenges and why leadership in the school is important for the development of a better school. In addition, students learn how projects and teams should be organised for the pupils’ best. They learn which leadership forms can be used to manage resistance to change in the school. The programme gives students an understanding of the changes and challenges the transition to a digital information society represents, as well as an introduction to how computer-based tools can be used in the school and in society.
Students will be able to implement necessary measures to develop a good school environment with greater learning outcomes for the pupils. The will be able to use tools for analyzing pupil’s data and they will be able to assess their own teaching quality.
Students will first and foremost develop the capacity for independent responsibility for the advancement of quality in the pupils’ learning in the school. The will, to a greater extent than previously, take the initiative in leading teamwork and change processes in the school. They will be in search of new ways of creating a positive teaching environment and an atmosphere of cooperation in their own schools.
- The school as an organisation
- Classroom management
- Effects of pupils’ learning outcomes
- Teams and team leadership
- Change management
- New as a leader
- Personality and typology
- Self management
- Team and colleague coaching
- Capacity for change
The programme is carried out over seven modules. In between modules there will be extensive use of net-based exercises such that the teaching hours will come to a total of 75. The programme is based on a “blended learning” concept, i.e. teaching in which the modules and net support are the two major teaching forms. The counseling will vary in form in the different Master of Management programmes. Personal counseling will be provided, as well as counseling during the modules. Generally speaking, students can expect advice-oriented counseling, not assessment counseling. Counseling time is estimated at two hours per paper.
In programmes that have required attendance it is the responsibility of the students to access information given at lectures but not on the programme’s homepage/Itslearning or other course material.
Dette kurset har overlappende emner med programmet "Ledelse i skolen" og "Lederskap og omstilling i skolen" . For studenter som tar sikte på å ta en Master of Management grad er det viktig å være klar over at overlappende kurs ikke kan inngå i graden, jfr. UHL § 3-5.
Ved for eksempel samlinger utenlands eller ved gjesteforelesere, så kan deler av undervisningen foregå på engelsk
- You have a Bachelor’s degree – 180 study points/credits – from a college, university or the equivalent. .
- You are at least 25 years of age.
- You have four years of work experience fulltime. For applicants who have a Master’s degree, the requirement is three years.
Bachelor degree or equivalent and 4 years of work experience. Please consult our student regulations.
|Exam category||Weight||Invigilation||Duration||Grouping||Comment exam|
Form of assessment:
Internal and external examiner
Examination when next scheduled course
|100||No||3 Week(s)||Group/Individual (1 - 3)||Students are assessed on the basis of a paper, Counts for 100%. The paper is written over a three-week period and can be written individually or in groups of up to 3 students. The term paper can be written in groups of up to 2 students. The period provided for this is 3 weeks. The maximum number of pages is 15.|
|Form of assessment:||Written submission|
|Grouping (size):||Group/Individual (1-3)|
|Comment:||Students are assessed on the basis of a paper, Counts for 100%. The paper is written over a three-week period and can be written individually or in groups of up to 3 students. The term paper can be written in groups of up to 2 students. The period provided for this is 3 weeks. The maximum number of pages is 15.|
|Exam code:||MAN 51371|
|Resit:||Examination when next scheduled course|
|Course code||Credit reduction|
|Course code:||MAN 5148|
|Course code:||MAN 3127/3128/3129/3130|
|Course code:||MAN 3131/3132/3133/3134|
|Course code:||MAN 5133|
|Course code:||MAN 3135/3136/3137/3138|
Sperre mot tilsvarende kurs og programmer - 1. året i EMM med spesialisering i skoleledelse.
A course of 1 ECTS credit corresponds to a workload of 26-30 hours. Therefore a course of 15 ECTS credit corresponds to a workload of at least 400 hours.