MAN 5177 Leadership and Digitalisation

MAN 5177 Leadership and Digitalisation

Course code: 
MAN XXX1
Department: 
Communication and Culture
Credits: 
15
Course coordinator: 
Ide Katrine Birkeland
Linn-Birgit Kampen Kristensen
Course name in Norwegian: 
Ledelse og digitalisering
Product category: 
Executive
Portfolio: 
EMM - Educational Leadership, Specialisation
Semester: 
2023 Autumn
Active status: 
Active
Level of study: 
Master
Teaching language: 
Norwegian
Course type: 
Associate course
Introduction

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
Learning outcomes - Knowledge

The candidate:

Has broad knowledge of:

  • central issues within the strategic management of digitization in schools
  • How ethics play a role in the digitization of the school at various levels, including all the school's stakeholders
  • How evidence-based knowledge about relevant perspectives related to the management of digitization in schools can be used to strengthen or limit the students' learning outcomes, as well as inhibit or promote collaboration with other stakeholders in the school.

Have basic knowledge of:

  • design thinking
  • GDPR and privacy in schools
  • Strategy development for digitization work in schools

Advanced knowledge: 

  • about running a digitization processes based on strategy

Know:

  • differences and similarities between school levels in issues relating to digitalization in schools
  • current issues regarding digital teams and management of digital working groups
Learning outcomes - Skills

The candidate can:

  • apply relevant analytical tools to find collaboration partners and/or measures that must be implemented to promote or assess the school in a digital everyday life
  • use relevant methods for development work in an independent way by initiating, carrying out and evaluating change experiments in line with ideas about design thinking on a small scale for the school
  • use principles for learning management to carry out a manager's tasks with regard to digitalization in schools
  • carry out an independent, limited digitization project under supervision and in line with current research ethics norms.
General Competence

The student can maneuver in the field of tension between the school owner, pupils, staff and parents regarding digital issues in and for the school in a constructive and analytical way. Furthermore, the candidate can contribute to new thinking and innovation processes related to digitalization. Integration of evidence-based knowledge and the ability to communicate professional issues, analyzes and conclusions, both with the school owner, teachers, parents, pupils and the general public are skills the candidate must acquire through this course.

Course content
  • 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
  • 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
  • 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
  • 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
  • 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
Teaching and learning activities

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.
 

Software tools
Software defined under the section "Teaching and learning activities".
Qualifications

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.

 

Exam categoryWeightInvigilationDurationGroupingComment exam
Exam category:
Submission
Form of assessment:
Written submission
Exam code:
MAN 51773
Grading scale:
ECTS
Grading rules:
Internal and external examiner
Resit:
Examination when next scheduled course
40No2 Semester(s)Individual
Exam category:
Submission
Form of assessment:
Written submission
Exam code:
MAN 51774
Grading scale:
ECTS
Grading rules:
Internal and external examiner
Resit:
Examination when next scheduled course
60No2 Semester(s)Group/Individual (1 - 3)
Exams:
Exam category:Submission
Form of assessment:Written submission
Weight:40
Invigilation:No
Grouping (size):Individual
Duration:2 Semester(s)
Comment:
Exam code:MAN 51773
Grading scale:ECTS
Resit:Examination when next scheduled course
Exam category:Submission
Form of assessment:Written submission
Weight:60
Invigilation:No
Grouping (size):Group/Individual (1-3)
Duration:2 Semester(s)
Comment:
Exam code:MAN 51774
Grading scale:ECTS
Resit:Examination when next scheduled course
Type of Assessment: 
Ordinary examination
All exams must be passed to get a grade in this course.
Total weight: 
100
Student workload
ActivityDurationComment
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)
Sum workload: 
400

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.