1a Admission into MEDLM-Master of Education (Leadership and Management)
1b Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1c Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1d Admission into MEDSE-Master of Education (Special Education)
1e Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1f Admission into MEDWS-Master of Education
1g Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1h Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1i Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1j Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1k Admission into MEDWSP-Master of Education [1.5 years]
1l Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1m Admission into MDPP-Master of Disability Policy and Practice
1n Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1o Admission into MED-Master of Education
1p Admission into MLE-Master of Leadership in Education
1q Admission into GCE-Graduate Certificate in Education
1r Admission into MEDUA-Master of Education - 1.5 years
1s Admission into MLEA-Master of Leadership in Education - 1.5 years
2 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2c 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 ((2 or 2a or 2b or 2c) and 3))
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.
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
- 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
- Develop skills of analysis in forming a governance perspective which identifies a possible future approach to the identified issue
- 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
Timetable details for 2021 are no longer published.
Sturt Rd, Bedford Park
South Australia 5042
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