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)
2 Admission into MEDSAP-Master of Education (Studies of Asia) [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 GCOL-Graduate Certificate in Organisational Learning
2e Admission into MPM-Master of Public Sector Management
2f Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
2g Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
2h Admission into MEDLM-Master of Education (Leadership and Management)
2i Admission into MEDSE-Master of Education (Special Education)
2j Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
2k Admission into MEDWS-Master of Education
2l Admission into GCELM-Graduate Certificate in Education (Leadership and Management)
2m Admission into GCEWS-Graduate Certificate in Education
2n Admission into MEDLMOS-Master of Educational Leadership and Management
2o Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
2p Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
2q Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
2r Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
2s Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
2t Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
3e 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 ((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 2q or 2r or 2s or 2t)) or ((3 or 3a or 3b or 3c or 3d or 3e) 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
On completion of this topic you will be expected to be able to:

  1. Evaluate the roles of various approaches to developing people including how and when they best serve our educative endeavours
  2. Generate organisational strategies to promote and facilitate a strengths-based approach to growing people in their organisation

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.