MAN 5148 Leadership and Change Management in Schools
MAN 5148 Leadership and Change Management in Schools
| MAN 5149 - først semester, hvis tre | |
| MAN 5150 - midtre semester, hvis tre - første, hvis to | |
| MAN 5151 - siste semester |
This program is The Norwegian Business School’s offer to principals who wish to take part in the national educational program for principals. With this program, school leaders will be provided necessary skills and competence for the management and development of the organization. The Norwegian Business School’s program puts special focus on pupils’ learning outcomes. Its target group is both established and future leaders of schools.
The program will give students knowledge of institutional organization and pedagogical methods that contribute to increased learning outcomes for pupils. Furthermore, the program will provide knowledge of and understanding for the scientific methods that put them in a better position to assess their knowledge of a school’s development. They will be provided knowledge that will enable them to manage and develop the organization, stimulate and develop members of the organization and exercise management skills actively. In addition, an introduction to legal conflict resolution models and HR management with focus on the mapping of competences and recruitment. In this context, knowledge of the school sector’s traditions and special character is of importance.
Students will, as leaders, be capable of interpreting and understanding the demands the environment makes on the school. The role of leader in the school is characterized by significant responsibility and substantial scope for action. The program will provide the confidence and courage necessary to lead the school towards a more advanced and competent knowledge organization in continuous development. Skills with regard to pedagogical, organizational and interpersonal relationships for ongoing improvement of the school will be emphasized. The programme will provide knowledge of methodology and principles that create security and good relationships between the teaching staff and the leader. This brings into play methodological skills required to investigate and assess theories and methods.
Students will be provided the tools to articulate the importance of the learning and development of youth in discussions concerning the school’s priorities, organization and working conditions. Focus will be put on the school’s contribution to the society, particularly on equality. They will be in possession of the competence, confidence and motivation to participate in the debate concerning development of the Norwegian school both internally and in relation to the school’s local environment. Courage and conviction will be needed to meet the challenges of a complex management situation in which professional argumentation must address issues concerning the introduction of changes and adaptations that will lead to a better Norwegian school. This requires the competence to choose strategies for the development of the individual school, its staff and the pupil’s learning outcomes and development.
- The headmaster’s latitude
- School management in theory and practice
- Ownership management and framework conditions
- Effects of the pupils’ learning outcomes
- Topics regarding the economic impact of education
- The school’s interest groups
- The psychosociological working environment
- Personality and typology
- Evidence-informed teaching leadership
- The headmaster as capacity developer
- Reforms for effectiveness in schools
- The headmaster as pedagogical leader
- High-quality teaching
- Teacher cooperation for increased quality in teaching
- Learning organisations
- Personal development for a more effective school
- Legal topics – the headmaster’s management prerogatives
- Change in culture and behaviour
- Management theories and management styles
- Role security and legitimacy through competence
- Development of management skills
The programme is carried out over seven modules. Between modules, net-based exercises are used such that total teaching time comes to 150 hours. Personal counseling will be provided, as well as counseling provided during the lectures. Generally speaking, students can expect consultative counseling as opposed to evaluative counseling. The counseling contribution is estimated at four hours in total per term paper.
Students are evaluated on the basis of a project paper – 60% – and a take-home exam – 40%
The take-home exam is 72 hours and is to be done individually. The project paper can be written individually or in groups of up to three students. Both the exam and the project paper must have a passing grade in order for a certificate to be awarded.
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.
General admissions requirements:180 study points and 4 years working experience. See also admissions requirements.
| Assessments |
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Exam category: Submission Form of assessment: Written submission Weight: 40 Grouping: Individual Duration: 72 Hour(s) Comment: Take-home exam: counts 40% in order to get a grade in MAN 5148 Exam code: MAN 51481 Grading scale: ECTS Resit: Examination when next scheduled course |
Exam category: Submission Form of assessment: Written submission Weight: 60 Grouping: Group/Individual (1 - 3) Duration: 2 Semester(s) Comment: Term paper: counts 60% in order to get a grade in MAN 5148 Exam code: MAN 51482 Grading scale: ECTS Resit: Examination when next scheduled course |
All exams must be passed to get a grade in this course.
A course of 1 ECTS credit corresponds to a workload of 26-30 hours. Therefore a course of 30 ECTS credit corresponds to a workload of at least 800 hours.