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 |
Through this program school managers will gain necessary knowledge and competence in organisational management and development. The Norwegian Business School’s program focuses on improvement of the pupil’s learning outcome. The goal is improvement of the learning outcome through good pedagogical practice and good teacher collaboration.
The program provides knowledge about central themes in the principal’s work; effective management, organising principles, economics and law. The candidates shall be able to understand and interpret what society expects and demands from the school. The role of the principal is characterised by a high degree of responsibility and important room for manoeuvre. This program will give the candidates confidence and courage to lead the school toward an ever more advanced and competent knowledge organisation. We emphasise skills in pedagogical, organisational and human relations as central in the continuous process of improvement in the school.
The program will give the candidates advanced knowledge about:
• School effectiveness and management, different forms of governance practices, how these impact on pupils’ learning outcome, pupil results in own school relative to pupil basis, stability and variation over time
• Scientific method, thus enabling critical and constructive evaluation of new knowledge and information about school development
• Relational management and managment of knowledge organisations
• Legal and regulatory framework for school managers, including the pupil’s right to a good school environment, §§9A3-5, the violation concept, the pupil’s right to be heard, and hiring
After completion of the program the candidate will be able to analyse professional problems and challenges against a backdrop of the Norwegian school system’s history, traditions, and characteristics.
After completion of the program the candidate is able to:
• Lead the school toward an ever more advanced and competent knowledge organisation
• Evaluate in a critical and constructive manner new knowledge and information about school development
- Develop organization-adapted evaluation tools to follow students' development
• Run the school in accordance with existing legal and regulatory framework.
The candidate is able to focus debate about school development, including resource allocation, organisation and work forms, around children’s learning and development. The candidate will have knowledge, courage and will to partake in the debate about school development internally as well as externally.
- 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.
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.
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 |
|---|
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.
| Course code | Credit reduction |
|---|---|
| MAN 3127/3128/3129/3130 | 100 |
| MAN 3131/3132/3133/3134 | 100 |
| MAN 5137 | 100 |
| MAN 5140 | 100 |
| MAN 5133 | 100 |
| MAN 3151 | 100 |
| MAN 3176 | 100 |
| MAN 5167 | 100 |
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 30 ECTS credit corresponds to a workload of at least 800 hours.