BIN 3164 Leadership and Change Management in Schools
BIN 3164 Leadership and Change Management in Schools
This bachelor programme is a Executive Corporate programme, implemented as a paralell with equivalent programme at master level.
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 schools 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 sectors 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 schools priorities, organization and working conditions. Focus will be put on the schools 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 schools 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 pupils learning outcomes and development.
- Principles room for action
- School management in theory and practice
- Ownership management and framework conditions
- Effects on students' learning outcomes
- Educational economics subjects
- The school's interest groups
- The psychosocial work environment
- Personality and typology
- Evidence-informed learning management
- Principal as capacity builder
- Reforms for school effectiveness
- Principal as educational leader
- High-quality teaching
- Teacher collaboration for increased quality in teaching
- Learning organizations
- Staff development for a more efficient school
- Labor law topics - the principal's right to manage
- Change of culture and behaviour
- Management theories and management styles
- Role security and legitimacy through competence
- Development of leadership skills
- Staff development for a more efficient school
- Evidence-informed learning management
- Labor law topics - the principal's right to manage
- Legal framework conditions for change and development
- Change work in school
- Principal as educational leader
- Teacher collaboration for increased quality in teaching
- Learning organizations
- Management of professional communities in development
- Digitization and change in schools
- Digitalisation, management and development of the school of the future
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.
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.
This bachelor programme is a Executive Corporate programme, implemented as a paralell with equivalent programme at master level.
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.
Higher Education Entrance Qualification
Disclaimer
Deviations in teaching and exams may occur if external conditions or unforeseen events call for this.
| Assessments |
|---|
Exam category: Submission Form of assessment: Submission PDF Exam/hand-in semester: Second Semester Weight: 40 Grouping: Individual Duration: 72 Hour(s) Comment: Take-home exam: counts 40% in order to get a grade in BIN 3164. Exam code: BIN 31641 Grading scale: ECTS Resit: Examination when next scheduled course |
Exam category: Submission Form of assessment: Submission PDF Exam/hand-in semester: Third Semester Weight: 60 Grouping: Group/Individual (1 - 3) Duration: 2 Semester(s) Comment: Term paper: counts 60% in order to get a grade in BIN 3164. Exam code: BIN 31642 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 | 150 Hour(s) | |
Prepare for teaching | 150 Hour(s) | |
Student's own work with learning resources | 326 Hour(s) | |
Examination | 150 Hour(s) | Term paper |
Examination | 24 Hour(s) | 72 hour take home exam |
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.