MASTER S DEGREE PROGRAMME IN EDUCATIONAL LEADERSHIP for academic year (Cohorts , )

Transcription

1 MASTER S DEGREE PROGRAMME IN EDUCATIONAL LEADERSHIP for academic year (Cohorts , ) Institute of Educational Leadership Faculty of Education University of Jyväskylä

2 1st Term 2nd Term 3rd Term 4th Term 1st Term 2nd Term 3rd Term 4th Term Study Programme in the academic year of The studies comprise the following modules and courses per semester. PROGRAMME STRUCTURE AND SCHEDULE OBLIGATORY STUDIES ACADEMIC SKILLS AND LANGUAGE STUDIES (11 ECTS) EDLS001 Academic reading and writing skills, 2 ECTS EDLS002 Academic reading and writing skills, 2 ECTS XENX031 Project and conference skills, 2 ECTS / XSU0005 Finnish language studies Suomi 1, 5 ECTS EDLS100 - ORIENTATION STUDIES (2 ECTS) EDLS110 Orientation to studies and personal study plan (PSP), 2 ECTS EDLS200 - DIMENSIONS OF LEADERSHIP IN EDUCATIONAL ORGANIZATIONS (11 ECTS) EDLS210 Leadership in education, 4 ECTS EDLS220 History and development of leadership in educational organizations, EDLS250 Collaborative and teacher leadership, 4 ECTS EDLS300 - DEVELOPING LEADERSHIP CULTURE (8 ECTS) EDLS320 Ethical and responsible leadership, 4 ECTS EDLS340 Foundations of pedagogigal leadership, 4 ECTS EDLS400 - INTERNATIONAL PERSPECTIVES ON EDUCATIONAL REFORM (9 ECTS) EDLS410 Comparative and international education, EDLS420 Case Finland: PISA results and some reasons behind it, EDLS430 Practicum, EDLS500 - EDUCATIONAL ADMINISTRATION (9 ECTS) EDLS510 Management structures and administration of educational reform, 6 ECTS EDLS540 Leadership of quality work, evaluation and counselling, EDLS600 - RESEARCH METHODS (9 ECTS) EDLS611 Research methods I, EDLS612 Research methods II, EDLS613 Research methods III, EDLS700 - ORGANIZATIONAL BEHAVIOUR and COMMUNICATION COMPETENCE (8 ECTS) EDLS730 Intercultural competence in leadership and multicultural teamwork, EDLS740 Dimensions of leadership behaviour, 2 ECTS EDLS760 Intercultural and interpersonal communication, EDLS800 - ADVANCED LEADERSHIP (1) EDLS810 Reframing leadership, 4 ECTS EDLS820 Leadership for strategic learning, EDLS830 Leading competence and capacity building, / EDLS840 Leading change, / EDLS900 - RESEARCH SEMINARS (7 ECTS) AND MASTER S THESIS (30 ECTS) EDLS901 Research seminar I, 2 ECTS EDLS902 Research seminar II, 2 ECTS EDLS903 Research seminar III, 2 ECTS EDLS904 Research seminar IV, 1 ECTS EDLS920 Master s thesis, 30 ECTS EDLS930 Maturity eamination OPTIONAL STUDIES EDLS010 - OPTIONAL STUDIES (min. ) EDLS011 Organizational theory and analysis, () () () () EDLS012 Leading creativity and innovation, () () () () EDLS013 Advanced organizational communication and information based leadership, () () () () EDLS014 Educational reform in Africa, 1 ECTS () () () () 2

3 EDLS015 Educational reform in Africa, 2 ECTS () () () () EDLS016, EDLS017 Course offered by another faculty, min. () () () () EDLS018 Educational leadership in South Africa, 2 ECTS () () () () EDLS019 Educational leadership in South Africa, 1 ECTS () () () () EDLS020 International studies, () () () () EDLS021 Responsible leadership with ethics of care and caring, () () () () EDLS022 Educational reform in the Middle East: Case Jordan, 2 ECTS () () () () EDLS023 Leading multicultural teamwork, 1 ECTS EDLS024 Advanced organizational behaviour, 1 ECTS EDLS025 Internship, 2-6 ECTS () () EDLS026 Alliance universities' courses () () () () EDLS027 International conference participation () () () () EDLS520 School superintendency, () () () () EDLS750 Leadership in organizational learning, () () () () 3

4 OBLIGATORY COURSES ACADEMIC SKILLS AND LANGUAGE STUDIES (11 ECTS) EDLS001 ACADEMIC READING AND WRITING SKILLS 1 2 ECTS EDLS002 ACADEMIC READING AND WRITING SKILLS 2 2 ECTS As the students of this international program come from all corners of the globe with very diverse study skills, these courses aim to ensure that every student s individual needs in learning, practising, and deepening their academic reading and writing skills are met. The student s skills level both in reading and writing is tested at the beginning of the first semester, and based on the outcome, the course delivery will be individualized to provide every student, regardless of their previous learning contet, with an opportunity to gain the competencies that first ensure fluent academic reading skills, and are then followed by appropriate academic writing skills for coursework delivery and writing the master s thesis. The classes for all are taught closely connected with research methods courses EDLS611 and EDLS612, and research seminars EDLS901 and EDLS902. Besides academic reading and writing skills per se, the courses provide tailored support from practising mini theses, i.e. coursework assignment delivery, to constructing the steps of the master s thesis writing process. At the end of courses EDLS002 and EDLS612 the students present their research plan for the master s thesis. The individualized support is realized in the form of a Writing Lab and one-on-one guidance using also the resource of Orientation course EDLS 110, ensuring also the full development of ICT skills, the competence to use the word template and Refworks program in one s individual research process, and the library facilities efficiently. Learning outcomes On completion of the course the students demonstrate academic reading and writing skills and master the facilities needed to put them to use: know how to scan, skim, summarize and paraphrase tets; know the resources and rules of versatile academic language are capable of improving their language skills, assess and edit their own writing write both descriptively, reflectively, critically and analytically; know the stages of the thesis writing process and the skills and facilities at their disposal for each; are familiar with the conventions and language of academic writing in education; know how to manage information and knowledge for research writing; know how to report quantitative and qualitative research and how to use references and citation; understand intercultural differences in research writing and presentation; have practised synthesizing and evaluating research information in various formats of written and oral academic communication and presentation; know how to assess academic tets and provide constructive feedback. 4

5 The course materials are tailored for each cohort. They include both Internet-based materials and those provided by the lecturers. Optima is used for course management and learning. and requirements The courses consist of ca 36 hours of contact study in class, as well as of assignments, individual and group feedback sessions based on relevance to the learners, of 72 hours, the total of 108 hours of work, the equivalent of 4 ECTS. The assignments comprise a variety of summarizing, paraphrasing, fluency, versatility and language accuracy eercises of academic writing practice, an annotated bibliography, a literature review, a seminar abstract and presentation and the research plan for the master s thesis. Active participation and successful completion of all assignments is required. Assessment Continuous assessment, self-assessment, and peer assessment. The assignments are evaluated focusing on the following criteria: fluency, versatility and accuracy of language; content, organizing and citation, cohesion and coherence of tet; presentation. The grading scale is 0 5. Unit in charge: University Language Centre Lecturer in charge: To be announced by the University Language Centre Time of delivery: EDLS001 is offered in autumn 2013 and EDLS002 in spring 2014 /University Language Centre XENX031 PROJECT AND CONFERENCE SKILLS : 2 ECTS The course covers the communication, meeting, and presentation skills and strategies typically needed in participating in international projects and conferences. The course is done as a simulation in Optima. This is a simulation of a project meeting and research dissemination conference. A project and conference website is established in Optima for typical documentation and communication by participant teams. Collaborative assignments to cover meeting documentation. Presentation skills are peer-reviewed for feedback and video-recorded for self-assessment and teacher assessment. 2 ECTS equal 54 hours of work. Based on the curriculum, indicated by the lecturers during the course. Grading scale 0-5 The assessment is a combination of teacher, peer and self assessment. Specific criteria for evaluating presentation skills. 5

6 Unit in charge: Institute of Educational Leadership, University Language Centre Lecturer in charge: To be announced by the University Language Centre. Time of delivery: Spring semester 2014 XSUO005 FINNISH LANGUAGE STUDIES (Suomi 1) : 5 ECTS The course offers students the basic knowledge of the Finnish language needed in everyday life. Students will practise speaking, listening, reading, writing, grammar, and different language learning strategies. Finnish will be learned in meaningful contets and the course material will be especially tailored for adult university students. Methods used in the course include pronunciation and listening eercises in the language studio, conversation in small groups, language games, reading authentic tets, written homework assignments, small tasks in Finnish on the Internet, and practising the language out in the real world. Based on the curriculum, indicated by the lecturers during the course. The number of contact teaching hours is 69, the rest is individual and group study. 5 ECTS equal 135 hours of work. /University Language Centre Lecturer in charge: To be announced by the University Language Centre. Time of delivery: Autumn semester 2013 EDLS100 - ORIENTATION STUDIES (2 ECTS) EDLS110 ORIENTATION TO STUDIES AND PERSONAL STUDY PLAN (PSP) 2 ECTS The orientation module leads the students to the objectives of the programme, introduces its curriculum and pedagogical foundations and provides a basis for developing competencies in the programme. These courses are aimed at building the prerequisites for the studies. The students are familiarized with the ICT systems of the University of Jyväskylä like the learning platform and study registration and administration facilities, and the library data retrieval systems. The students ICT skills are tested and a tutoring programme is implemented where necessary, to enhance the rapid achievement of a good ICT skills level. Students also draft their personal study plan (PSP) with a focus on their motivation, objectives and means to achieve them between October and late November in the 1 st semester. During the two year programme the PSP is updated on average once a semester. 6

7 The curriculum and e-learning materials indicated by the lecturer during the course. Grading scale: Pass - fail The course consists of contact teaching, tutoring, group discussions and independent work. 2 ECTS equal 54 hours of work. Allocation to contact teaching is 20 hrs, to that of individual PSP guidance 22 hrs for cohort and 8 hours to cohort in autumn Parts of the course are delivered jointly with the Master s Degree Programme in Education, and in conjunction with course EDLS001 and EDLS002 under the code LAB Lecturer in charge: Lea Kuusilehto-Awale Time of delivery: Autumn semester 2013 through spring semester 2014 (cohort ), autumn semester 2013 (cohort ) EDLS200 - DIMENSIONS OF LEADERSHIP IN EDUCATIONAL ORGANIZATIONS (11 ECTS) EDLS210 LEADERSHIP IN EDUCATION 4 ECTS This course is the introductory course to the Master s Degree Programme in Educational Leadership. The goal of the course is also to give a broad overview of the whole programme and to eplain the interconnectedness of different modules and courses. This course focuses also on different definitions and dimensions of leadership, core elements of organizational behaviour, organizational culture, and organizational change. The aim is to give perspective to the most important elements of leadership dimensions in educational organizations. Special attention is given to behaviour and interaction, to the role of an educational leader, to organizational culture, and to leadership for strategic learning. Based on the curriculum, indicated by the lecturer during the course. The course consists of lectures, readings, self-reflection, group discussions, and case analyses. Allocation to contact teaching is 21 hours. The work load of 4 ECTS equals 108 hours of work. Lecturer in charge: Jukka Alava Time of delivery: Autumn semester 2013 EDLS220 HISTORY AND DEVELOPMENT OF LEADERSHIP IN EDUCATIONAL ORGANIZATIONS 7

8 The course gives an overview of leadership and management in educational organizations and institutions. The purpose is to apply general views of leadership to the school contet and to introduce into different perspectives of educational leadership. Students are presumed to have basic knowledge of different perspectives of leadership (see EDLS210). The course focuses on the historical development of school leadership. Special attention is given to different ways of conducting school leadership training in various countries. By participating in this course students are epected to familiarize themselves with the school leadership training in their own (or neighbouring) country by writing a report on that. Based on the curriculum, indicated by the lecturer during the course. The course includes ca 20 hours of contact classes: lectures and group discussions; readings and a written case report. The equal 81 hours of work. Lecturer in charge: Kyösti Värri/Lea Kuusilehto-Awale Time of delivery: Autumn semester 2013 EDLS250 COLLABORATIVE AND TEACHER LEADERSHIP 4 ECTS The role of schooling and educating is taking an ever more important role in nation-building and future creation. Leading schools is dramatically changing form the old paradigm of topdown administration to school-based management and leadership. The concept of leadership is evolving from a one-leader paradigm towards collaboration, participation and teacher leadership. Traditionally, schools and educational administrational systems have been rather hierarchical, bureaucratic and top-down entities and the old model has been heavily criticized. Today we are building organizations that are more fleible, network-based internally and eternally, flat structured, and professionally oriented. Based on the curriculum, indicated by the lecturers during the course. The course consists of lectures given by a variety of professionals from both the fields of theory and practice in education, observation on school visits of EDLS430, accompanied by group discussions and individual or teamwork assignments. The 4 ECTS equal 108 hours of work, and the allocation of contact teaching hours is ca 15. Lecturer in charge: Seppo Pulkkinen Time of delivery: Autumn semester 2013 EDLS300 - DEVELOPING LEADERSHIP CULTURE (8 ECTS) 8

9 EDLS320 ETHICAL AND RESPONSIBLE LEADERSHIP 4 ECTS This course focuses on the core areas of leadership ethics, responsibility and professional identity. The goal of the course is to give participants instruments for them to develop as educational leaders. The rationale of this course is based on the fact that all educational leaders are moral and ethical leaders and that all educational organizations are built on strong values. This course addresses the role of schools as educational and moral institutions, emphasizes the role of educational leaders in fostering moral codes and working as mediators in situations with contradictory values. Problem solving and decision making become easier for those who fully understand their own leadership identity and its ethical foundations. The course also focuses the students on the relationship of responsible leadership and an ethics of care and caring, and how it materializes in creating an everyday quality social environment for learning for our students from diverse social backgrounds. Through studying relevant theory and practical models, and relating them to their personal leadership ethics and cultural contet, the students will build practical models of ethical schools, to ensure effective learning results. An essential task for the students in this course is constructing and analyzing their own leadership philosophy, and solving cases involving serious ethical dilemmas. Based on the curriculum, indicated by the lecturers during the course. This course consists of lectures, individual work and group discussions. The allocation to contact classes is ca 30 hours. The course etends to the 3 rd semester, with the last lectures, book eam and the final assignment due in late November. The 4 ECTS equal 108 hours of work. Lecturers in charge: Jukka Alava, Lea Kuusilehto-Awale and Kaija Teikari Time of delivery: Autumn semester 2013 through spring and autumn semesters of EDLS340 FOUNDATIONS OF PEDAGOGICAL LEADERSHIP 4 ECTS The goal of the module is to orient students to pedagogic leadership and to developing their own pedagogic leadership cultures. The students will familiarize themselves with main learning theories and with curriculum work as a tool for pedagogic leadership. Through studying the relevant models concerning pedagogic leadership and sharing practical eperience of the students, the aim is for the students to be able to build their own models for pedagogic leadership. During the module, discussions about the key questions of 9

10 pedagogic leadership will be addressed: what pedagogic leadership is, why it is important, what role contet plays, how one builds and applies one s own model. Based on the curriculum, indicated by the lecturers during the course. The course consists of lectures, visits to schools and group discussions. The 4 ECTS equal 108 hours of work. The allocation of hours to contact teaching is 20. Lecturer in charge: Mika Risku Time of delivery: Spring semester 2014 EDLS400 - INTERNATIONAL PERSPECTIVES ON EDUCATIONAL REFORM (9 ECTS) EDLS410 COMPARATIVE AND INTERNATIONAL EDUCATION International school reform initiatives The purpose of the course is to introduce the field of comparative and international education and present recent education policy reforms in selected countries. Globalization itself seems to push for convergence of education policies worldwide. However, there are also important local legacies in terms of curriculum philosophy and culture for learning operations. These legacies are modifying the pace of convergence trends in different ways. Having the field of comparative and international education as backdrop, the course will concretize current policy trends by focusing on some selected country policies. Parallel to converging national policies, an increasing number of international schools is appearing around the world. Their curriculum and organization are analyzed as particular education effects of international education trends caused by globalization. The effects of internationalization on school leadership will be the focal point throughout the course. Based on the curriculum, indicated by the lecturers during the course. The course will be realized mainly with e-learning material, tutored by the faculty, followed by assignments and discussions. The allocation of contact teaching hours is 12. The are equivalent to 81 hours of work. Lecturer in charge: Lea Kuusilehto-Awale Time of delivery: Spring semester

11 EDLS420 THEM CASE FINLAND: PISA RESULTS AND SOME REASONS BEHIND Finland has succeeded eceptionally well in the last three PISA (OECD Programme for International Student Assessment) student achievement assessments of 2000, 2003 and 2006, which has resulted in a growing international interest on the educational system of Finland. The course consists of lectures given by various professors at the University of Jyväskylä and practical eamples presented by practitioners in the field: early childhood education, special education, evaluation, counselling, educational psychology, educational research, teacher education and the practice of teaching. The students will eplore the various reasons behind the success of Finland in PISA assessments and discuss the possibilities/impossibilities of applying these results to different countries and cultures. Based on the curriculum, indicated by the lecturers during the course. The allocation of contact teaching hours is ca 24, delivered by eperts of early childhood education, special education, evaluation, counselling, educational research, teacher education and the practice of teaching, possibly by video lectures. The equal 81 hours of work. Lecturers in charge represent early childhood education, family research, special education, teacher education, evaluation, guidance counselling. In charge of course assignment: Lea Kuusilehto-Awale Time of delivery: Spring semester The course will be taught in collaboration with the Master s Degree in education. EDLS430 PRACTICUM The goal of the practicum is to relate academic and theoretical issues discussed in various modules with practical real-life situations of school leadership. To do this in a relevant way, a special system of tutoring has been developed at the institute. Senior principals, who also participate in the PhD programme or advanced programme of educational leadership, operate as tutors. Their task is to guide and discuss with a group of 4-5 students visiting their schools concrete leadership and management issues at their schools. After the school visits the students will either write ethnographic accounts about the visits and/or discuss in groups the most important findings, relating the perceived issues to the theoretical topics covered in the lectures. If feasible within the resources of the participating schools, an option of shadowing school work for a period might be arranged. 11

12 The equal 81 hours of work, of which the allocation of contact teaching hours is 40 for school visits, and the rest for reflections and report production. Lecturer in charge: Lea Kuusilehto-Awale Time of delivery: Autumn semester 2013 through spring semester 2014 and autumn semester 2014, also in conjunction with course 340 school visits. EDLS500 - EDUCATIONAL ADMINISTRATION (9 ECTS) EDLS510 MANAGEMENT STRUCTURES AND ADMINISTRATION OF EDUCATIONAL REFORM 6 ECTS The goal of the course is to detect the comple and multifaceted picture of the field where the school leader operates: local, regional, national and international structures, networks, resources and challenges. Special attention is paid to the societal and sociological perspectives of the school system and educational policy. The aim is for the educational leader to understand changing social, economic and political contets and how to lead educational change efforts. One basic focus of the course is on eploring the theoretical and practical structure of educational administration in one municipality, one education provider, and analyze the possibilities and problems brought up to administrative and pedagogical authority and epertise. From this basis, we epand the illustration on the policies, cultures, and pressures to network that challenge the concept of school and education system to change, as well as the role of leadership and management in centralized and decentralized administration. The subsequent focus is to give an overview of leadership and management in a network of organizations. The aim is to understand the reality school organizations (in public, private and liberal adult education) live in: changes in the environment cause eternal pressures and schools have to adapt to the altering situation. The focus is on the changing nature of educational leadership in the network of local, regional, statewide and international operators. Educational leaders are seen as managerial and political leaders, communicators and change agents at the network level, too. Based on the curriculum, indicated by the lecturers during the course. The course will be delivered in the form of lectures, workshops, group discussions, readings and self reflection. The course consists of ca. 36 hours of contact teaching and 126 hours of individual and groupwork and the book eam. Lecturer in charge: Lea Kuusilehto-Awale Time of delivery: Spring semester

13 EDLS 540 LEADERSHIP OF QUALITY WORK, EVALUATION AND COUNSELLING Quality learning outcomes have always been in the interest of educational administration worldwide. Depending on different cultures and countries, there have been different paradigms behind the efforts to achieve them. Since the 1980s with the emergence of neoliberalistic economic, political and educational doctrines and New Public Management, there has emerged a widespread emphasis on the issues competitiveness, evaluation, standardized tests and effectiveness as markers of quality. Consequently, intense school and student learning improvement efforts have been launched worldwide, but research shows there is no evidence about the paradigm of competition in improving student learning outcomes. In other countries, like in Finland, the highest scoring country in three rounds of PISA, little attention is paid to competition, but the school development paradigm is based on other elements, quality and equality across all elements in education. This course eamines how to lead schools and education policy within the framework of quality, accountability and effectiveness, and how quality is enhanced through the commitment to Education for All, effective guidance and counselling and support systems. The students will familiarize themselves with different aspects of school effectiveness research and different approaches to understanding and evaluating school quality. Based on the curriculum, indicated by the lecturer during the course. The course will take place in the form of ca 15 hours of contact teaching, and 69 hours of groupwork and/or individual assignments. The amount to 81 hours of work. Lecturer in charge: Tapio Lahtero Time of delivery: Autumn semester 2013 EDLS600 RESEARCH METHODS EDLS611 RESEARCH METHODS I EDLS612 RESEARCH METHODS II EDLS613 RESEARCH METHODS III 13

14 One of the key components of this Master s programme is to introduce the students to academic thinking and writing, and to conducting academic research. All students will carry out their own research and write a master s thesis in order to prove their academic skills. The thesis work will be taught in the courses of module EDLS 600 Research methods, of module EDLS900 Research seminars and Master s thesis, and in courses EDLS001, EDLS002 Academic reading and writing skills. The aim of these courses is both to clarify the purpose of doing research into educational leadership and to elaborate on the use of research results in school development. The goal of this module, and the courses it connects to, is to give the students such an understanding of the research process and research methods that they can independently do their Master s thesis, and use a research approach in their practical work. Special attention is paid to the identification of researchable problems in educational leadership and to formulating research questions. Key concepts and approaches in education and in human sciences are introduced. Students will familiarize themselves with published articles on research performed in educational administration and leadership, and critique them, so that they will learn to read and utilize academic research on the field. The courses cover both quantitative and qualitative research methods. Learning outcomes Upon successful completion of these courses, the learners are epected to be able to conduct academic research with the following learning outcomes: A. Research process. As a result of the learning in the coursework and study materials concerning research methods, the students are epected to acquire the following skills and ability to apply them: Understanding the meanings and relationships between different kinds of knowledge and forms of eplanation in educational leadership research how new knowledge in educational leadership is generated, and the relationship between academic research and the application of new knowledge in a real life situation; Comprehension of the research process: basic principles of research questions, research design and strategy, ability to formulate researchable problems, and appreciation of alternative approaches to research; Understanding of key concepts in educational leadership research (e.g. objectivity, subjectivity) and how they inform academic research; Understanding of the significance of the researcher s epistemological approach into the theory construction, research strategy and design, as well as into methodology; Ability to access, evaluate, and review relevant research literature. Competence in understanding and applying a variety of research strategies, methods, approaches, and tools appropriate to educational leadership research (e.g. survey, eperiment, case study methodology, ethnography, narrative approaches); Capabilities for conducting and managing research in a way that is consistent with the principles of research ethics (e.g. connection between researcher and researched in educational leadership), and is consistent with the professional practice. B. Research design As a result of the learning in the coursework and study materials in research methods, the students are epected to set out and demonstrate a clear connection between research question/hypothesis, research strategy, methods and tools required to address them, and also to gain eperience of applying them in practice. Students are thus epected to demonstrate their skills and capability to define and formulate research problems, appropriate research questions and research strategy, and where appropriate, formulate testable hypotheses; 14

15 understand the relationships, distinctions, and rationale for using some particular quantitative and qualitative research methods; understand the relationship between empirical research and theory testing or theory generation; understand the different forms and methods of sampling and their potential strengths and weaknesses in quantitative research; understand the different forms and methods of conducting qualitative research and their strengths and weaknesses; understand the concepts of validity, reliability, generalizability and replicability, and the significance of research ethics. C. Data collection and analysis As a result of the learning in the coursework and study materials in research methods, the students are epected to understand the strengths and weaknesses of the selected methods in data collecting, including: Doing interviews (structured, semi-structured and open-ended), using questionnaires, making observations or using focus groups; Interpretation of missing data and measurement error; Using various ways of recording qualitative data. The course materials are provided by the lecturers. An essential part of the course material is provided by the Library of the University of Jyväskylä. Students will be assigned specific journal articles for reading and critique. and requirements The courses begin in the 1 st semester and continue across the 2 nd and 3 rd semesters. In the 1 st and 2 nd semester they are conducted in close cooperation with courses EDLS001 and EDLS002. They consist of lectures, readings, writing assignments and group discussions, including also an etensive e-learning material focusing on research process, research design, research methods, and data analysis. The 9 ECTS equal to 243 hours of work, 3 ECTS/81 hours per course. The courses will be taught in collaboration with the Master s Degree in Education. All students are epected to attend the classes regularly and contribute to the work in a participative and committed manner. The students will prepare their research proposal for the master s thesis to be accepted in course 612 at the end of the 2 nd semester in collaboration with course EDLS002 Academic reading and writing skills. In course EDLS613 the assignment will focus on research methodology and process and it will be designed to support the student s individual thesis writing. Assessment The grading for course 611 and course 612 will be pass-fail/to be amended. Course 613 will be evaluated according to the quality of the course assignment. The grading scale is 0-5. Lecturers in charge: Leena Halttunen and Markku Leskinen Time of delivery: Autumn 2013, spring EDLS611 and EDLS612 will be taught jointly with the Master s Degree Programme in Education. EDLS700 - ORGANIZATIONAL BEHAVIOUR and COMMUNICATION COMPETENCE (8 ECTS) 15

16 EDLS730 INTERCULTURAL COMPETENCE IN LEADERSHIP AND MULTICULTURAL TEAMWORK The course deals with intercultural competence, leadership and multicultural teamwork with a special focus on educational contets. The aim of the course is to critically study eisting approaches and models of intercultural competence and review them by incorporating new approaches, including the ethical dimension of communication. Measuring intercultural competence as well as intercultural competence training will also be discussed. To be interculturally competent in professional contets increasingly requires the ability to work together with people of different cultural backgrounds, often in multicultural teams. Diversity may be enhancing but it also may lead to unepected challenges and tensions if not properly handled. Based on the curriculum, indicated by the lecturer during the course. The course consists of ca 12 hours of lectures, readings, small group discussions, and group work with a presentation. The equal 81 hours of work. Lecturer in charge: Liisa Salo-Lee Time of delivery: Autumn semester 2013 EDLS740 DIMENSIONS OF LEADERSHIP BEHAVIOUR 2 ECTS The purpose of this course is to learn the development of the concept and research paradigms of organizational leadership. In particular, the course focuses on the main perspectives of effective leadership behaviour, ethics in leadership, and leadership and gender. Based on the curriculum, indicated by the lecturer during the course. The course consists of 10 hours of contact teaching, group discussions and individual work. The 2 ECTS further comprise 42 hours of coursework and the book eamination., Jyväskylä University School of Business and Economics Lecturer in charge: Anna-Maija Lämsä Time of delivery: Spring semester

17 EDLS760 INTRODUCTION TO INTERCULTURAL AND INTERPERSONAL COMMUNICATION This course introduces the students to the basic issues and concepts of intercultural communication and leadership with a special focus on interpersonal communication. The basis is to provide students with information and skills that can support them in real life intercultural encounters, especially in the processes of intercultural communication, multicultural group building and adaptation to a new culture. The contents will comprise issues such as development of relationships within multicultural contets, stereotypes and other aspects of human behaviour that may affect interpersonal communication relationships in intercultural contets. The course contents will be selected in order to meet the specific needs of the participating students. Based on the curriculum, indicated by the lecturer during the course. The course consists of 12 hours of lectures on interpersonal and intercultural communication, group discussions, groupwork and individual learning assignments. The 3 ECTS amount to 81 hours of work. ; University Language Centre Lecturers in charge: Lotta Kokkonen, Liisa Salo-Lee, Jerker Polso, Lea Kuusilehto-Awale Time of delivery: Autumn semester The lectures and some groupwork will be taught jointly with the Master s Degree Programme in Education. EDLS800 - ADVANCED LEADERSHIP (1) EDLS810 REFRAMING LEADERSHIP 4 ECTS Traditionally, leadership has been seen as a remedy to the problems the organization faces, and in doing so, it has very often been misunderstood. Several leadership models and frameworks do not take into account that leadership is contet-bound, situational, and often takes place in comple settings. To be successful and effective in leadership requires more in-depth approaches and thorough understanding than was possible with the one-sided approaches of leadership. The rationale of this course is in realizing that getting to know different perspectives and framework in studying organizations and leadership, will give us a more thorough understanding on organizational events. The frameworks studied are structural, human, political and cultural frames of reference as described in the course book (Boleman & Deal). 17

18 The goal of the course is to increase students ability to critically observe educational organizations and based on that analysis develop organizations and also their own leadership behaviour. Through deepening their theoretical understanding, students are more capable of eploring and evaluating real-life situations. Via critical observation of present organizational structures and management systems the students become capable of working as change agents in their own organizations. Learning and understanding will deepen through comparing the perspective attained through different frames of reference, the aim is to get a wide and well-grounded view of organizational phenomena and thus avoid narrow and stereotypical interpretations. The course consists of lectures, readings, and a case report. Regular attendance and participation is required. The case report has two parts: the case itself, and its analysis. A good case is an organizational event that has already taken place and that caused either a debate or has been unsolved. It should also include different people with different opinions so that the case description will be a rich narrative of the events. The analysis is done four different times using the four frames studied in the course. The analysis consists of the concepts and frameworks used, an analysis of the events, recommendations, and a critique of the frame used. The 4 ECTS equal to 108 hours of work. The allocation to contact teaching is 12 hours. Based on the curriculum, indicated by the lecturer during the course. Grading scale 0-5 Lecturer in charge: Jukka Alava Time of delivery: Autumn semester 2013 EDLS820 LEADERSHIP FOR STRATEGIC LEARNING The focus of this course is to build an overarching perspective on strategic thinking in educational organizations. There is an important change in organization theory from strategic planning into strategic thinking, and this course gives perspectives to reorient the roles of educational organizations at school, district and national levels. The goal of this module is also to eplore the special features of professional organizations, because educational organizations are on their very essence professional. The major changes that schools and other educational organizations undertake worldwide, call for leadership skills, professionalism, and organizational system-wide learning. The call to create communities of learners has increased. The aim of the course is thus to eplore the core elements in organizational learning and in creating communities of learners, and to integrate individual learning into organizational change processes. By introducing the most recent research findings, the students are given possibilities to combine research to their real-life situations. Analyzing the notion of the cognitive trail, an organization s readiness for change is eplored. 18

19 Grading scale 0-5 E-Learning material for cognitive styles and strategic learning. Selected articles. The course consists of lectures, e-learning material and group discussions. Each student will do an individual analysis of an educational organization they know, utilizing the learning circle / vicious circle framework. The amount to 81 hours of work. The allocation to contact classes is 12 hours. Lecturer in charge: Jukka Alava Time of delivery: Spring semester 2014 EDLS830 LEADING COMPETENCE AND CAPACITY BUILDING One key element in developing organizations is increasing its competencies, capabilities and capacities. These themes evolve from the discussions of learning organization, then organizational learning, and lastly knowledge management and competence leadership. Developing and leading competencies and capability deals first and foremost with intellectual and social capital, emotional intelligence and human resource management. Especially in education and in schools we need to develop our human and social capital we do not have such financial capital as corporations do. Also, perceiving schools as vehicles in nation building and in creating the future, the competencies and capabilities of teachers and school leaders are essential. At the school level it is important to understand the core competencies and the elements level of knowledge needed. Then we need to develop these skills, and in that process the school leader s capability in developing and leading competencies is a new and demanding quality. Leading and developing competencies in education is linked with teacher s professional development and creating communities of learners. This kind of competence can be seen as a wide knowledge-base and fleible ability to apply new knowledge. Based on the curriculum, indicated by the lecturer during the course. Grading scale 0-5 The course consists of lectures, readings, self-reflection and group discussions. Regular attendance and active participation in the discussions of the course is epected. Moreover, an individual written report (4-5 pages) will be written. The amount to 81 hours of work. The allocation to contact teaching is 12 hours. Lecturer in charge: Tapio Lahtero, Lea Kuusilehto-Awale Time of delivery: Spring semester

20 EDLS840 LEADING CHANGE One of the most common themes in educational organizations in most countries is change, but at the same time it is one of the least understood phenomena. The goal of this model is to construct, based on the intensive research on organizational change, a variety of approaches to change. In this effort, emphasis is given on both organizational dynamics in change and elements of individual behaviour when facing change. In this respect, the key points are understanding change resistance, facing strong individual feelings, and understanding the power of emotions at workplace. Based on the curriculum, indicated by the lecturer during the course. Grading scale 0-5 The course consists of lectures, individual work and analyses, and case analyses. Each student is required to make an analysis of a real life change situation on an individual basis. The equal to 81 hours of work. The allocation to contact classes is 10 hours. Lecturer in charge: Jukka Alava Time of delivery: Spring semester 2014 EDLS900 - RESEARCH SEMINARS (7 ECTS) AND MASTER S THESIS (30 ECTS) EDLS901 RESEARCH SEMINAR I (1 st semester) 2 ECTS EDLS902 RESEARCH SEMINAR II (2 nd semester) 2 ECTS EDLS903 RESEARCH SEMINAR III (3 rd semester) 2 ECTS EDLS904 RESEARCH SEMINAR IV (4 th semester) 1 ECTS The research seminars are courses where students present their thesis topics, discuss the research problems, methods, and ways of conducting the study. This seminar also focuses on current issues and trends in educational leadership and utilizes knowledge acquired from the other courses in the programme. During the 2nd semester the students will present their research proposals in the seminar. In the 2 nd year, in the 3 rd and 4 th semesters, the students present the more advanced state of their theses and also work in small teams with common topics. In the 4 th semester in the second year, all students deliver a formal presentation on their thesis and prepare a poster describing the study. The goal is to gain adequate eperience and practice in giving a presentation in an international conference. The 2 ECTS courses comprise ca contact classes, the 1 ECTS course The 7 ECTS equal 189 hours of work. 20

21 Grading scale: Pass - Fail Lecturers in charge: Leena Halttunen Time of delivery: Autumn semester 2013 (EDLS901, EDLS903), spring semester 2014 (EDLS902, EDLS904) EDLS920 MASTER S THESIS 30 ECTS and requirements The work on the Master s thesis is done in three phases: 1) thesis topic, 2) thesis proposal, and 3) completing the thesis. The thesis topic includes the following issues: the significance of the research to the student and to the field, the student s interest in the study, the scope of research to fulfill the requirements of the university regarding the Master s thesis and to demonstrate its feasibility showing the topic possible, desirable, and doable and applicability to the research areas of the Institute. The research proposal is the most important phase in doing the Master s thesis. The proposal is due in the course of the 2 nd semester. The proposal is a road map to the Master s thesis project and it outlines what is to be done. A good proposal is about pages long and it can be easily transformed into the first chapters of the thesis. The proposal includes the following: title, introduction, literature review, research questions, methods and data sources, limitations, preliminary bibliography. The completion of the manuscript will begin after the proposal has been presented in the research seminar and has been approved by the advisor and the director of the institute. The manuscript will be administratively processed as stated in the education faculty guidelines. EDLS930 MATURITY EXAMINATION The Maturity eamination is linked to the Master s thesis. Its purpose is to assess the students abilities and knowledge in the areas of the thesis. The eamination covers both theoretical and empirical aspects of the study. The eamination is part of module EDLS900, which is why no separate credits are earned. 21

22 OPTIONAL COURSES Grading Scale: 0-5; Pass-Fail in courses EDLS025 (Internship), EDLS (International conference participation) The courses offered in an e-learning format are coded with an -e. The e- courses will be available, provided 1) their copy rights are valid, 2) all necessary resources e.g. remuneration policies have been solved. The programme includes optional studies according to the student s personal interest. The etent of these optional studies is at least credits. The course/courses chosen in this module should be defined in the student s personal study plan (PSP). Several of these courses may be offered in an e-learning format, to be studied either a) independently in a virtual learning environment, b) tutored in a virtual learning environment, or c) tutored with contact and e-learning classes, based on the resources and facilities available. The courses available in an e-learning format are coded with e. Courses offered by visiting international faculty may be added to this curriculum based on the evaluation of the director of the Institute. EDLS011 ORGANIZATIONAL THEORY AND ANALYSIS -e The goal is to provide a wide perspective of different organization theories and insights into understanding organizations. The rationale of the course lies in the fact that organizational theories do not develop in a vacuum. They reflect what is going on in the world, nationally, internationally and filtered by the eisting culture. The topics covered are 1) structure, operations, and development of organizations, 2) internal dynamics of organizations, 3) organizations and their environments, 4) different foundations of organization theory, 5) basics of organizational analyses. EDLS012 LEADING CREATIVITY AND INNOVATION -e Today s organizations both in business and in education and in the public sector in general call for innovation and creativity. Creativity and innovation are vital in school, at the workplace, in research and in the arts. Research has shown that among thirty-three possible characteristics, organizational leaders chose creativity as the most important characteristic 22

23 for leaders. The need for organizations to become more innovative has probably never been greater. Creativity is closely linked to learning, and continuous learning is one of our most important tasks. Organizational innovativeness, on the other hand, is linked to the very eistence of them. In today s turbulent environment educational organizations need creativity and innovation to meet new challenges: to achieve continuous improvement through renewal, rapid development, and ecellent educational service. EDLS013 ADVANCED ORGANIZATIONAL COMMUNICATION AND INFORMATION BASED LEADERSHIP -e The focus of this course is to eplore communication as a means of strategic leadership. The contents include internal and eternal communication and planning and leading communication processes from the perspective of knowledge management and leadership. EDLS015 EDUCATIONAL REFORM IN AFRICA -e 2 ECTS Aims and content: The purpose of the course is getting to know the Continent through perspectives varying from the Colonial rule and its educational legacy, to freedom and epansion of education post freedom. The course also eplores the management challenges and opportunities plus progress and problems, which these backgrounds produce. EDLS016, EDLS017 COURSE OFFERED BY ANOTHER FACULTY min. The student can also choose some studies offered by the other faculties in the University of Jyväskylä and they can be included in the programme in educational leadership. EDLS018 EDUCATIONAL LEADERSHIP IN SOUTH AFRICA -e 2 ECTS Aims and content: The course is to introduce South Africa, its history, its recent reforms, its education system and their interconnectedness. The aim is to focus on the legal and policy reforms since 1980 and their influence on education, and the challenges South African educational reform deals with. EDLS020 INTERNATIONAL STUDIES 23

24 Optional studies can also include courses offered by the partner universities and they should also be defined in the personal study plan (PSP). EDLS021 RESPONSIBLE LEADERSHIP WITH ETHICS OF CARE AND CARING -e Aims and content: The goal of the course is to orient students to the concept of responsible leadership and its relationship to an ethics of care and caring, and how it materializes in creating an everyday quality social environment for learning for our students from diverse social backgrounds. Through studying relevant theories, research, and practical models and relating them to their personal leadership ethics and cultural contet, the students will build practical models of ethical schools, to ensure effective learning results. EDLS025 INTERNSHIP 2-6 ECTS The internship destination, objective and content has to be approved of by the Institute and the student shall create a personal study plan for the internship in line with the contents and objectives of the MPEL programme and his/her own career outlook. In the crediting system 1 month s internship equals to 2 ECTS. Crediting is subject to the submission of a follow-up report on the internship. EDLS Multicultural Study Programme in Education 1-5 ECTS See programme at EDLS EDLS035 INTERNATIONAL CONFERENCE PARTICIPATION 1-5 Crediting is based on the scale of 1 ECTS equaling to a participation, 2 ECTS to participation and presentation in conference with a subsequently increasing scale based on depth of performance. EDLS520 SCHOOL SUPERINTENDENCY -e The goal of this course is to eamine the role of superintendents and directors/ceos in 24