4 x 5-hour seminars per semester
1 Admission into MEDWSP-Master of Education [1.5 years]
1a Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1b Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1c Admission into MEDHE-Master of Education (Higher Education)
1d Admission into MEDHEP-Master of Education (Higher Education) [1.5 years]
1e Admission into MED-Master of Education
1f Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1g Admission into MLE-Master of Leadership in Education
1h Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1i Admission into GCE-Graduate Certificate in Education
1j Admission into GCLED-Graduate Certificate in Leadership in Education
1k Admission into MTESOL-Master of Teaching English to Speakers of Other Languages (TESOL)
1l Admission into MCPEPA - Master of Cognitive Psychology and Educational Practice - 1.5 years
1m Admission into MEDUA - Master of Education - 1.5 years
1n Admission into MLEA - Master of Leadership in Education - 1.5 years
1o Admission into MWPMHEA - Master of Wellbeing and Positive Mental Health in Education - 1.5 years
2 Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
2a Admission into GCPP-Graduate Certificate in Public Policy
2b Admission into GCPSM-Graduate Certificate in Public Sector Management
2c Admission into MPA-Master of Public Administration
2d Admission into MPM-Master of Public Sector Management
2e Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
2f Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
2g Admission into MEDLM-Master of Education (Leadership and Management)
2h Admission into MEDSE-Master of Education (Special Education)
2i Admission into MEDWS-Master of Education
2j Admission into GCELM-Graduate Certificate in Education (Leadership and Management)
2k Admission into MEDLMOS-Master of Educational Leadership and Management
2l Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
2m Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
2n Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
2o Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
2p Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
3 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3c Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i or 2j or 2k or 2l or 2m or 2n or 2o or 2p)) or ((3 or 3a or 3b or 3c) and 4))
Enrolment not permitted
EDES9618 has been successfully completed
Assumed knowledge
2 years work experience in organisations
Topic description
A central consideration in our educative endeavours is the formation of people within our communities. The main approaches to formation, including coaching, mentoring, appreciative inquiries, performance reviews, and professional learning are explored as ways in which leaders might shape an holistic, critical way of developing people.
Educational aims
This topic aims to:

  • explore how we understand the nature of the formation of people in organisations

  • critically review approaches to formation, their limitations and their strengths in the light of the shared endeavor

  • consider integrated ways of developing people in organisations
Expected learning outcomes
By the end of the topic the students will be able to:

  • evaluate the roles of various approaches to developing people including how and when they best serve our educative endeavours.

  • generate organisational strategies to promote and facilitate a strengths-based approach to growing people in their organisation