1 x 2-hour intensive workshop weekly
1 Admission into MEDLMOS-Master of Educational Leadership and Management
1a Admission into MEDLM-Master of Education (Leadership and Management)
1b Admission into GCELM-Graduate Certificate in Education (Leadership and Management)
1c Admission into GCOL-Graduate Certificate in Organisational Learning
1d Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1e Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1f Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1g Admission into MEDGE-Master of Education (Gifted Education)
1h Admission into MEDIB-Master of Education (International Baccalaureate)
1i Admission into MEDSA-Master of Education (Studies of Asia)
1j Admission into MEDSE-Master of Education (Special Education)
1k Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1l Admission into MEDWS-Master of Education
1m Admission into GCEWS-Graduate Certificate in Education
1n Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1o Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1p Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1q Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1r Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1s Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1t Admission into MEDWSP-Master of Education [1.5 years]
1u Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1v Admission into MDPP-Master of Disability Policy and Practice
1w Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1x Admission into MED-Master of Education
1y Admission into MLE-Master of Leadership in Education
1z Admission into GCE-Graduate Certificate in Education
2 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
2a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
2e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 108 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 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x or 1y or 1z)) or ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Assumed knowledge
Prior leadership and management experiences.
Topic description

This topic adopts a critical lens in a consideration and critique of the concept and nature of educational governance. Educational governance, in other words the means by which educational organisations are formally organised and managed, is situated within organisational inter-relationships and involves the roles and functions of leadership and management within these organisations.

Educational governance enables and limits organisational structures, roles and relationships within and between the various key stakeholders.

When educational governance is conceptualised and practiced from a strengths-based orientation, opportunities are proactively sought that maximise the networking synergies and organisational review processes which advance the mission and vision of the educational organisation.

Educational aims

This topic aims to:

  • Provide a critical consideration of the concept and notion of educational governance as this is situated within inter-relationships, roles and functions of those in leadership and management
  • Develop understandings of the enabling and limiting capacities of educational governance to the structures, roles and relationships within and between various key stakeholders
  • Critique the ability of those in governance to empower leadership and management practices within an educational organisation in relation to the aspirations of the wider educational community
  • Conceptualise governance responsibility and practice from a strengths-based orientation, where opportunities are proactively sought that maximise the networking synergies and organisational review processes which advance the mission and vision of the organisation
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Criticallly analyse a range of literatures on governance and have the ability to reflect on the usefulness of chosen elements in relation to an actual contextual issue
  2. Develop skills of analysis in forming a governance perspective which identifies a possible future approach to the identified issue
  3. Demonstrate advanced knowledge of the key elements of a governance perspective in relation to the practical envisioning of a future approach

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.