MAN 5177 Digitalisation and Leadership
MAN 5177 Digitalisation and Leadership
| Course code | Semester |
|---|---|
MAN 5178 | 2022 Autumn |
MAN 5179 | 2023 Spring |
There is a need for increased competence in driving digitalisation in schools. New technology and new knowledge challenge school managers in the school of the future. New curricula emphasise digital skills, and the pandemic has demonstrated the need for digital competence in schools. A school manager needs a comprehensive strategy for digital learning (not only digital solutions) which also includes high-quality process tools for implementing and evaluating the digital transformation.
This programme introduces leaders to the strategic, pedagogical, didactical and relational/emotional perspectives on digitalisation in schools. It prepares for values and skills that renders implementation more engaging and effective.
The programme is developed for the Norwegian Directorate for Education and Training.
Learning outcomes - Knowledge
The candidate:
- has advanced, up-to-date and evidence based knowledge about relevant perspectives on management and leadership of digitalisation in schools
- has profound knowledge about how digitalisation can strengthen or constrain learning outcomes
- is able to use knowledge about digitalisation in schools
The candidate:
- has advanced, up-to-date and evidence based knowledge about relevant perspectives on management and leadership of digitalisation in schools
- has profound knowledge about how digitalisation can strengthen or constrain learning outcomes
- is able to use knowledge about digitalisation in schools
The candidate:
- can analyse and reflect on different information sources and use these to structure and formulate professional arguments
- can analyse existing theories, methods and interpretations within the discipline and work independently with practical and theoretical problem solving, including strategic analyses of digital maturity in own institution
- can independently use relevant methods for developmental work through initiating, running and evaluating change processes in line with ideas about design thinking in schools
- can perform an independent, bounded, digitalisation project under guidance and in line with ethical norms for research ethics
The candidate:
- is able to analyse relevant dilemmas related to digitalisation in schools
- can apply skills and knowledge in new areas to perform an effective digital transformation of own institution
- can communicate comprehensive independent work, mastering relevant vocabulary and forms of expression
- can communicate about professional challenges, analyses and conclusions related to digitalisation, with a wide group of stakeholders
- can contribute to innovation about digitalisation
- Digital maturity and design thinking
- Goal:
- Connect ICT strategy with pupil learning outcome and wellbeing as well as owner’s and teachers’ goals on digitalisation
- Create a learning and innovation culture
- Themes:
- Introduction to digitalisation and digital transformation
- Use of design thinking in schools
- Analysis of digital maturity
- Framework for digitalisation in schools
- Goal:
- Digital transformation and pedagogy
- Goal:
- Accommodate formal and informal competence increase
- Ensure quality in digital teaching and equipment
- School leadership in a digital environment
- Themes:
- Digital transformation in schools
- Digital systems, infrastructure and processes
- Virtual teams
- How to plan digital teaching
- Goal:
- Digital strategy and ethics
- Goal:
- Develop holistic framework for digitalisation in schools
- Navigating ethical dilemmas related to digitalisation
- Themes:
- Strategic management
- System thinking
- Ethics and digitalisation
- GDPR in schools
- Goal:
- Me as leader in a digital transformation
- Goal:
- Develop own leadership of digitalisation
- Actively embrace digital transformation and be a role model
- Themes:
- Me as leader in a digital transformation
- Organisational learning and innovation
- Digital mindset
- Digital transformation as organisational change
- Goal:
- Processes for implementing digital strategies
- Goal:
- Building culture for innovation and development
- Continuous development of digital competencies
- Themes:
- Factors that ensure successful implementation of technology in schools
- Changing schools – digitalisation or digital transformation?
- Leadership of digitalisation in the new curriculum
- Understanding problems and resistance to change
- Involving change management
- Goal:
In all BI Executive courses and programs, there is a mutual requirement for the student and the course responsible regarding the involvement of the student's experience in the planning and implementation of courses, modules and programmes. This means that the student has the right and duty to get involved with their own knowledge and practice relevance, through the active sharing of their relevant experience and knowledge.
Bachelor degree, corresponding to 180 credits from an accredited university, university college or similar educational institution. The applicant must be at least 25 years of age and at least four years of work experience. For applicants who have already completed a master’s degree, three years of work experience are required.
Disclaimer
Deviations in teaching and exams may occur if external conditions or unforeseen events call for this.
| Assessments |
|---|
Exam category: Submission Form of assessment: Written submission Weight: 40 Grouping: Individual Duration: 72 Hour(s) Exam code: MAN 51771 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) Exam code: MAN 51772 Grading scale: ECTS Resit: Examination when next scheduled course |
All exams must be passed to get a grade in this course.
| Activity | Duration | Comment |
|---|---|---|
Teaching | 75 Hour(s) | |
Examination | 24 Hour(s) | |
Examination | 75 Hour(s) | |
Prepare for teaching | 96 Hour(s) | |
Student's own work with learning resources | 130 Hour(s) |
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.