Study Guide

Objectives (course unit)

This course familiarises the student with the principles and methods of academic research and academic writing at Master’s level at a university of applied sciences.

After completing the course, the student will

• know the key concepts, rules and ethics of academic research
• know some of the most common research approaches and methods
• be able to analyze academic texts
• have developed their own Research Plan
• be able to choose suitable research methodologies for their research
• plan their research schedule
• create a structure for their thesis

Content (course unit)

• Analysing other thesis works
• Formulating research questions
• Concepts in academic research
• Looking at research approaches and methods
• Tips on how to write a thesis
• Understanding the ethics of using Artificial Intelligence in the thesis writing process
• Familiarisation with TAMK’s thesis writing process
• Producing a Research Plan

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, pass/fail (course unit)

In order to pass the course, the student must have been able to complete all the course tasks, develop a Research Plan to a satisfactory degree and have submitted their thesis topic proposal.

Location and time

Online meetings

Exam schedules

No exam

Assessment methods and criteria

Student is able to use academic concepts of research, identifies academic texts and is able to analyze them. Student is able to write thesis/research plan where he/she implements skills of setting research objectives and justification, research questions, data and methods and introduce theoretical background including suitable topic references.

Assessment scale

Pass/Fail

Teaching methods

Lectures, team working, individual writing task : thesis research plan

Learning materials

Will be published during the course

Student workload

5 ECTS = 135 hours of student work.

Completion alternatives

Must be discussed with teacher beforehand

Practical training and working life cooperation

The thesis is intended to be related to the student's work environment.

International connections

International student teams and working life connections

Further information

Course is mainly virtual including learning tasks in virtual learning environment

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Student is able to analyze and write academic text and write thesis/research plan on the personal field of study based on thesis instructions. Teacher might ask to fulfill report or thesis/research plan.

Objectives (course unit)

Description and Objectives
The objective of this course is to allow students to investigate and explore a topic related to their field of study in greater depth. The course participants will negotiate a learning contract with the course facilitator to deepen their knowledge and understanding and make new connections with existing knowledge that has been gained during their degree program or from their prior learning and professional life. Using a progressive inquiry framework, the learners will both broaden and deepen their understanding and demonstrate the connection between their studies and their professional needs.

After completing the course, the participants will be able to:

• Identify the competences, skills, and knowledge areas that they wish to investigate further, providing a rational for the investigation.
• Identify and describe the developments in their own learning and professional competence.
• Apply the new competencies and knowledge to their working life environments.
• Reflect upon this new knowledge and the relevance of this knowledge to their learning goals and professional context.
• Demonstrate a critical understanding of concepts related to the area of study.
• Produce examples of informed practice that reflect current understanding or research in the fields of business, leadership and/or education.

Content (course unit)

The course contents are negotiated between the student and the teacher. These are recorded in a learning agreement that consists of:
• Intended learning outcomes
• Guiding principles
• Structure and sequence of learning experiences
• Timeline for course completion
• Feedback, monitoring and guidance mechanisms
• Grading and evaluation rubric

Themes that might be explored include, but are not limited to –
• Personal Project Planning
• Design of a personal study plan
• Identification of professional knowledge and competencies
• Digitization of business and education
• Impact of economic policies on business and education
• Contemporary leadership practices in business and educational contexts
• The impact of AI on education, business, and leadership
• The use of analytics and big data in business and education

Further information (course unit)

Evaluation Scale
Grading criteria rubrics will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). This will be discussed with students during the course.
Evaluation scale 0-5

Assessment criteria, satisfactory (1-2) (course unit)

(1) = Preliminary processing but task is not approached appropriately. Students’ works under this category have poor structure. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Students’ works under this category are poorly structured. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria, good (3-4) (course unit)

(3) = Several concepts are integrated so that the coherent whole has meaning. Students’ works under this category have some structure. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists which is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria, excellent (5) (course unit)

5) = Students’ works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking, and creativity.

Location and time

Fully Online, Distance Learning Course.

Exam schedules

The course is not assessed via exams. The assessment schedule, deadlines and assessed output is negotiated and agreed between the students and teacher.

Assessment methods and criteria

Grading criteria rubrics will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). This will be discussed with students.
Evaluation scale 0-5

Assessment scale

0-5

Teaching methods

This course provides international business students and educational leaders with the opportunity to engage in an in-depth, self-directed and self-determined study related to an international business
or educational leadership topic. It recognizes the diverse needs of post-graduate students in developing the specific capacities and pursuing interests that are relevant to them in their personal development and particular working context.
This is a fully online course by distance learning and does not require any face to face contact on campus. There will be the opportunity for synchronous video meetings.
The course will use Moodle as its LMS and a range of educational technology tools to support students completing the course, including video conferencing tools when and if required.
The teachers role is to provide support and guidance as the student explores a topic of interest and relevance to their own professional development.

Learning materials

As in the thesis process, students are required to research and find relevant and appropriate literature to support their learning process. This will be referenced and cited in the final submission.
The objective is for the students to apply theoretical ideas to practical situations and contexts that they wish to explore in more detail.

Student workload

This course requires that students manage their own time and resources to meet self imposed deadlines to complete the course. It therefore requires students to be autonomous, self directed learners able to take full responsibility and ownership of their learning and task completion.
The teacher will seek updates on progress and provide encouragement and guidance, but the work is undertaken by the student and they have responsibility for managing their time and effort.
5 ECTS credits = 135 hours of student work.

Completion alternatives

There are no alternative ways of completing this course.

Practical training and working life cooperation

The students are expected to link their in depth study to their own working context and show how what they have learned is of relevance in their company or institution or role.

International connections

The international participants of IBM and MEL are drawn from a wide variety of international business and educational contexts from around the world.

Further information

This course requires a high level of self management and commitment and also the ability to be open to feedback and suggestions for improvement.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

0= Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Students’ works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

(1) = Preliminary processing but task is not approached appropriately. Students’ works under this category have poor structure. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Students’ works under this category are poorly structured. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

(3) = Several concepts are integrated so that the coherent whole has meaning. Students’ works under this category have some structure. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists which is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5) = Students’ works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking, and creativity.

Objectives (course unit)

In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.

After completing the course, the participants will be able to:
- define an appropriate change management approach
- create a change management plan for organizational change
- use basic project management tools to implement change initiatives

Content (course unit)

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Assessment criteria, satisfactory (1-2) (course unit)

The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

Assessment criteria, good (3-4) (course unit)

The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organizational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

Assessment criteria, excellent (5) (course unit)

The student analyzes systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organizational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits him/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

Location and time

The course will take place between the 23th of October and the 15th of December 2023.

Exam schedules

None

Assessment methods and criteria

Individual part - 50 % of the grade
Collaborative group part - 50 % of the grade

Assessment scale

0-5

Teaching methods

Blended online learning
- Interactive lecturing & group excercises
- Individual assignments: Information searching, reading, writing, reflecting and working on the cases
- Small group assignments: Collaborative knowledge construction, social peer support and elaboration of the cases by using video calls, discussion forums, asychronous video

Learning materials

- Varney, S. 2022. Leadership in Complexity and Change: For a World in Constant Motion (parts will be provided by pdf)

- Kemmis, S. (2022). Transforming Practices: Changing the World with the Theory of Practice Architectures. Springer Nature Singapore. https://doi.org/10.1007/978-981-16-8973-4

- Cameron E. & Green M. 2010. Making Sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organizational Change (Newer or older editions of the book are OK, as well)

- Horine, G. M. 2022. Project Management Absolute Beginner’s Guide, 5th Edition. https://www.oreilly.com/library/view/project-management-absolute/9780137646913/

Student workload

135 hours of work in total

Content scheduling

The structure will be presented in the first week of the course.

Completion alternatives

None

Practical training and working life cooperation

None

International connections

None

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student names and explains the core concepts of change management.
He/she uses basic change management tools and is able to select the suitable ones.
The student gives and receives feedback related to change- and project management methods, collaborates with others in change situations and takes responsibility for their own work

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student explains how to apply common approaches of change management to working life cases.
The student can plan and implement credible organizational change initiatives in working life cases,and knows how to use common change management tools.
The student gives and receives constructive feedback related to change management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student analyzes systematically the need for change, and uses appropriate change approaches and leadership approaches and tools, and uses additional and recent research to extend knowledge of change and project management.
He/she justifies the credibility of plans for organizational change initiatives in working life cases and justifies the use of the leadership and management methods used to manage the change project.
The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change management situations individually and collaboratively. The student commits him/herself both for his/her own work and for developing the understanding of others related to change and project management in practice and in theory.

Objectives (course unit)

The course aims at improving the partisipants’ understanding of conflict management, resolution and communication, in an organizational environment. Furthermore, crisis communication is among the essential topics of the course. The participants will examine the skills, knowledge and understanding to settle internal conflict management disputes that may arise between individuals and groups of individuals due to the pressures of contemporary business. They will also explore external conflict management issues that affect image, brand and stakeholder relations.



After completing the course, participants will be able to:

- plan and implement efficient change and crisis communication
- demonstrate an understanding of the role and importance of communication in leading people and - organizations in demanding circumstances
- prepare communication plans in advance for change and crisis situations
- explain the process of managing and resolving conflicts
- demonstrate an understanding of his/her natural conflict management styles
- Illustrate that they can adapt their conflict management style in accordance with the requirements of various conflict situations

Content (course unit)

Change communication
Crisis communication
Conflict management
Influencing and lobbying

Assessment criteria, satisfactory (1-2) (course unit)

The student understands basic concepts of conflict management, change and crisis communication and influencing (lobbying). He/she is able to recognize situations where those are needed.
He/she knows the significance of conflict management, crisis communication and influencing in terms of advocating welfare of the organization he/she represents. The student is modestly able to apply the tools and best practices of conflict management, crisis communication and influencing in simple cases.

Assessment criteria, good (3-4) (course unit)

The student understands profoundly why conflict management, change and crisis communication and influencing are important for any organization. He/she has the ability to apply conflict management, change and crisis communication and influencing theories in conjunction with real life cases. He/she is able to produce credible and implementable conflict management, change and crisis communication and influencing plans for situations where those are needed. The student is able to act in a sustainable and ethical way in delicate conflict and crisis situations.

Assessment criteria, excellent (5) (course unit)

The student is able to take initiative in complex conflict and crisis situations, as well as in lobbying for his/her organization. He/she is able to lead the group responsible for prompt action that is often required, in terms of preserving the organization from winding up in further predicament. The student can be entrusted the role of a spokesperson and mediator even in the most demanding conflict and crisis cases.
He/she fully understands the significance of trustworthy appearance while addressing demanding cases on behalf of his/her organization.

Assessment scale

0-5

Objectives (course unit)

The course aims to provide students with knowledge and skills to evaluate various learning and working environments and how they support learning. The course will challenge students to consider inclusive and ethical assessment for learning as part of the learning process where feedback and feedforward play an important role.

After completing the course, the student will be able to:

- describe and evaluate various learning and working environments and how they support learning
- demonstrate a knowledge of learning theories and how they apply in practice
- reflect on and analyse their own practical theory for teaching
- explain how assessment can be inclusive, ethical and a meaningful learning experience
- use peer and self-assessment efficiently and effectively

Content (course unit)

Learning environments and working culture.
Contemporary learning theories
Practical theory of teaching and learning
Assessment for, of and as learning
SOLO and Bloom’s taxonomies

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students describe learning and working environments applying one or two key concepts. The students reflect on their practical theories for teaching with reference to one or two theories. The students can explain some key concepts of assessment but describe their assessment methods without theoretical justifications. The students make use of appropriate learning and assessment literature but mainly paraphrases the authors’ ideas. The students participate actively in collaborative learning by giving and receiving feedback.

Assessment criteria, good (3-4) (course unit)

The students describe and evaluate multiple aspects of learning and working environments and how they support learning applying concepts from contemporary learning theories. The students reflect on and analyse their practical theories for teaching and make some connections between different learning theories. The students are acquainted with the key concepts of assessment and use them in self-assessment and to justify their own argumentations. The students show evidence of engaging with the course literature and some sources researched by themselves. The students take responsibility for their own learning and contribute to collaborative learning process and use feedback systematically to improve own work as well as the work of others using different media.

Assessment criteria, excellent (5) (course unit)

The students connect aspects and viewpoints of contemporary learning theories in their evaluation of learning and working environments in novel ways. The students critically reflect on and analyse their practical theories for teaching with references to course literature and sources searched by themselves. The students approach assessment with innovative thinking drawing on their own experiences and relevant literature. The students show evidence of wide reading and reflective approach in their demonstration of learning. The students participate actively in collaborative knowledge building by sharing expertise, using feedback and feedforward systematically and applying different media.

Location and time

Online

Exam schedules

Assessment is not in the form of exams.

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups creating an online learning community.
One intensive week face to face, otherwise online.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, and orally

Learning materials

Learning materials and recommended literature:
Set boos:
1. Jonassen, D. & Land, S. (Eds). 2012. Theoretical Foundations of Learning Environments. New York and London: Routledge. Avaialble online through TAMK library:
https://libproxy.tuni.fi/login?url=https://www.dawsonera.com/abstract/9780203813799
2.Illeris, K. (ed.) 2018. Contemporary theories of learning: learning theorists...in their own words
Routledge, Taylor & Francis Group 2018. Second edition
More materials will be recommended and provided online in the Tabula LMS and are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

Student's use of time and work load: 5 cr = 133 hours of student work. Out of that approximately 20 h of synchronous contact with the facilitator and 113 hours of independent study in small groups.

Content scheduling

Contemporary learning theories
Operating cultures
Assessment

Practical training and working life cooperation

Practice and cooperation with working life: all tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

International connections: participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student describes theoretical knowledge and experiential knowledge and observations separately. The discussion is shallow, presents disconnected facts and/or paraphrases literature.
The student does not participate in the group processes actively and does not follow the instructions.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can discuss his/her own experiences and observations in light of contemporary learning theories but the discussion is shallow, or focuses on one aspect/viewpoint regarding learning environments and operating cultures and their contribution to learning. The student makes use of appropriate learning and assessment literature but mainly paraphrases others’ ideas. The student can participate actively in collaborative learning by giving and receiving feedback.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student discusses multiple aspects/viewpoints of learning theories and assessment and makes some connections between them. He/she uses learning theory and assessment related references to show understanding of different views in the field but also to support their own position and argumentation. The student is acquainted with the key concepts in the field of learning theories and assessment and uses them to justify their own argumentation. The student takes responsibility for their own learning and contributes to a collaborative learning process and uses feedback systematically to improve own work as well as the work of others with different media.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student connects aspects and viewpoints of learning theories and assessment in novel ways and extends the discussion beyond the expected. The student makes his/her own opinions about learning theories and assessment very clear and builds their case with the help of relevant references.The student has a strong understanding of different learning theories and assessment methods. He/she shows evidence of wide reading from many sources, including those researched by themselves. The student approaches the topic of learning theories and assessment with sophisticated analysis or innovative thinking. He/she participates actively in collaborative learning process by sharing expertise, searching for information and collaboratively creating knowledge with different media.

Objectives (course unit)

In this course the students will examine the theory and practice of designing and implementing sustainable curricula in a variety of diverse and international educational settings.

After completing the course, the student will
• critically examine curriculum theory and its political implications, emphasizing international perspectives and ethical considerations.
• utilise effective curriculum processes and tools to design context-specific curriculum implementations, integrating sustainability principles.
• engage in reflective discussions about new trends in curriculum design, considering their impact on diverse learners and global educational contexts.
• create curricula that intentionally embed essential core skills, fostering inclusivity and preparing learners for an interconnected world.

Content (course unit)

• Types of curricula (recommended, written, supported, tested, hidden).
• Learning communities and curriculum.
• Curriculum theories (structure oriented, values oriented, process oriented).
• The curriculum as change, the emergent curriculum, the liquid curriculum.
• Strategy, implementation, and evaluation of curriculum change.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can identify curriculum types, describe their characteristics, and explain the importance of Constructive Alignment. They recognize applied curriculum approaches in their context and outline curriculum implementation processes.

Assessment criteria, good (3-4) (course unit)

Students demonstrate a deeper understanding of curriculum design by explaining various curriculum types, justifying their choices with theoretical foundations, and critically evaluating their impact. They apply leadership skills to drive curriculum initiatives and adapt strategies to evolving educational contexts. Additionally, they embrace innovative methods, and consider sustainable and global perspectives.

Assessment criteria, excellent (5) (course unit)

At the highest level, students demonstrate visionary leadership in curriculum design. They analyze diverse curriculum theories, pioneer innovative approaches, and integrate sustainability and global perspectives. These students inspire educational change, adapt to dynamic contexts, and champion inclusive, forward-thinking curricula.

Location and time

The intensive week is August 14 - 18 2023, The online course is for 8 weeks from the 23 October - 17 December 2023.

Exam schedules

Assessment for this course is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups within their online learning community.
One intensive week face to face at the start of each semester, otherwise online.
Teaching strategies will include readings, online discussion, facilitation, group and individual work, synchronous and asynchronous.
Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

Learning materials

Materials and literature will be provided online in the Moodle LMS and these are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

5 ECTS credits = 135 hours of student work.

Completion alternatives

There are no alternative ways of completing the course.

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The heterogeneity of the participants is incorporated into the course design.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The work is not of the required standard for a MBA degree (EQF Level 7)

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can name the various types of curriculum, describe each of the various types of curriculum and describe the importance of (Biggs) Constructive Alignment. He/she can list common, core and 21st Century skills and explain their importance in the curriculum. The student can recognize the types of curriculum being applied in their own work context and describe or illustrate a curriculum implementation process.
The student can lead a team in the development and design of a curriculum, support content specialists in the development of curriculum and follow identified process for curriculum review.
The student demonstrates the skills and knowledge required of a curriculum leader, behaves in an appropriate professional manner as an educational leader, is open to feedback and criticism and actively listens and seeks feedback from appropriate stakeholders.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can explain the various types of curriculum, justify curriculum choices with reference to theory and literature that underpin their adoption, critique and explain the curriculum adoption in their own institutional context, identify motivational aspects that impact the implementation of curriculum, explain and apply communications processes to their own business simulation and develop internal and external communications strategies.
He/she can justify their political and practical position with regard to curriculum and describe and plan a communications process. The student is able to apply leadership skills and knowledge to implement a curriculum initiative, work collaboratively with peers and colleagues to achieve the goals of the course, take account of diverse views and opinions in managing a curriculum team, demonstrate an awareness of the political implications of curricula choices, take account of and adjust curriculum implementation plans as educational policies and practice
change over time, taking account of the context and stakeholders.
The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process and is open to new methods, technologies and ideas.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can justify and defend his/her curriculum choices and synthesize diverse needs, opinions and viewpoints to make informed curricula decisions.
He/she can analyse the curriculum structures within an organisation and synthesize new developments in curriculum design. The student can design and implement solutions curriculum implementations within an educational organisation, analyse communications issues and synthesize possible solutions and recognize possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different communications approaches, keep up to date in the research and literature relating to the curriculum, and demonstrate the ability to adapt their communications as appropriate to context, situation, level of formality.
The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader, act as an educational change agent, be tolerant of those who have different views, opinions, norms and values. He/she is open to new methods and ideas, including those driven by modern technological solutions.

Objectives (course unit)

This course will dive into the world of educational policy, explore its development and execution from global strategies to classroom realities, and understand the pivotal role of social, political, and economic forces in shaping education. It will uncover the influence of international NGOs, political ideologies, and research organisations on policy formation, equipping the participant with the knowledge to navigate and impact the educational landscape.

After completing the course, the students will be able to

• appraise the various dynamic processes in which educational policies are developed, implemented, and evaluated
• evaluate the impact of various stakeholders on the formation and development of educational policy
• critically compare and contrast the design and implementation of educational policy in different contexts
• formulate and justify their own positions with regard to educational policy and practice in their own context

Content (course unit)

A historical reflection on the purpose of education and schooling.
Social, Political, Technological, Environmental, Legal and Economic impact of education and educational policy
The impact of stakeholders and the emergence of new drivers for reform
The politics of reform and disruption
The challenges of implementing education research into practice.
The challenges and changes facing education in the 21st century and the need for reform.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students identify key concepts, theories, and figures in educational policy, demonstrating foundational knowledge by classifying and defining pivotal terms and stakeholders. The students explain the basic principles behind the development and impact of educational policies, showing an understanding through summarizing and describing how these policies interact with social, political, and economic forces. The students take responsibility and commit to a group, give and receive feedback.

Assessment criteria, good (3-4) (course unit)

The students apply concepts and theories to analyse case studies or hypothetical scenarios in educational policy, showing practical understanding through organizing and constructing arguments or solutions. The students evaluate the effectiveness of different educational policies by breaking down their components, assessing their outcomes, and identifying strengths and weaknesses through comparison and contrast. The students take responsibility for their learning and contribute to the progress of others.

Assessment criteria, excellent (5) (course unit)

The students evaluate the impact of various educational policies on multiple levels using a comprehensive set of criteria, making informed judgments, and defending positions on their efficacy and alignment with educational goals. The students propose innovative and justified solutions or reforms to existing educational policies by creatively combining knowledge and insights, demonstrating a high level of critical thinking and originality. The students participate actively in collaborative learning by sharing expertise, searching for information, and collaboratively creating knowledge.

Location and time

fully online 8 January - 11 March 2024

Exam schedules

no exam, instead assessed assignments

Assessment methods and criteria

Self, peer, and teacher assessment
Assessment criteria for grades 1-5 are given in a rubric and available for students in Moodle

Assessment scale

0-5

Teaching methods

Independent study, collaborative knowledge building in small groups, online synchronic and asynchronic discussions, writing an analysis report

Learning materials

Jones, T. 2013.Understanding Education Policy. The Four Education Orientations Framework

Handbook of Education Policy
Postiglione, Gerard A., editor.; Johnstone, Christopher J., editor.; Teter, Wesley R., editor.; Edward Elgar Publishing, publisher.
2023

In addition, recent research articles shared in Moodle and students' information search.

Student workload

26,7 x 5 cr = 133h
Time allocated for reading approx 40h
assignments approx 35h
group discussions, peer feedback and reflection approx 30h
following media discussion 10h
navigation, guidance etc 18h

Content scheduling

Key concepts: What is Education Policy
Philosophical and ideological orientations to the purpose of education
Following media discussion
Investigating a chosen topic
Impact of global influences and stakeholders
Education reforms
Giving and receiving peer feedback
Synchronous and asynchronous online presentations and discussions

International connections

international cohort

Objectives (course unit)

In this course the participants will explore the future of education in technology-rich environments, considering emerging trends, changing learning paradigms, and the role of educators.

After completing the course, the student will

• identify and discuss the main emerging trends in education within their context, considering global perspectives.
• reflect on the evolving roles of educators and students, emphasizing the impact of cultural diversity and sustainable practices on teaching and learning.
• be able to critically evaluate emerging changes in education, considering policy shifts, technological advancements, and socio-economic factors from an international standpoint.
• be able to apply their acquired knowledge to their own context and lead in environments that promote sustainability, inclusivity, and intercultural awareness.
• take a proactive role in shaping their professional environments, integrating sustainable practices, and fostering international collaboration.

Content (course unit)

• Commercialization and commoditization of education, the implication of various models of funding.
• Unbundling of educational institutions and services.
• Techno-solutionism, techno-determinism, and the influence of ‘Silicon Valley culture’ on education.
• Education as an app or platform.
• The use of AI and algorithms to drive educational planning and personalization.
• The use of big data and learning analytics in education.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can describe emerging trends in education, evaluate their impact, and apply them effectively in their work context.

Assessment criteria, good (3-4) (course unit)

Students can critically analyze emerging trends in education, collaboratively evaluate their impact, and adapt their leadership approach to foster innovation, inclusivity, and sustainable practices.

Assessment criteria, excellent (5) (course unit)

Students demonstrate exceptional originality by proposing innovative solutions to complex educational challenges in our rapidly evolving world. They integrate sustainability, global perspectives, and transformative leadership, leveraging emerging ideas and technologies to shape the future of education.

Location and time

Fully online.
The course runs from August - October 2023.
14 - 18 August 2023. Intensive week.
21/08/2022 - 15/10/2023 Eight weeks online.

Exam schedules

Assessment is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, and in collaborative groups within an online learning community.
One intensive week *face to face, otherwise online. (*Due to COVID pandemic, this may now be fully online)
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

Learning materials

Materials will be provided in Moodle and are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

Student's use of time and work load: 5 cr = 135 hours of student work individually and collaboratively in groups. This represents approximately 17 hours of work per week over the duration of the course.

Completion alternatives

If the student has completed corresponding studies at another university or university of applied sciences, the student may apply for credit transfer through Hyvähot system (accreditation of prior learning).

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

(0) = Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Student's works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

(1) = Preliminary processing but task is not approached appropriately. The structure of the student's work requires further development. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Student's works require further development of structure. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

(3) = Several concepts are integrated so that the coherent whole has meaning. Student's works under this category are fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists and is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

(5) = This is exceptional work. Student's works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking and creativity.

Objectives (course unit)

This course introduces participants to the basics of educational leadership and serves as an open introduction to the MBA in Educational Leadership (MEL) degree program.

Students who successfully complete this course will not be required to complete the pre-task when applying to the degree program, but will use their completion of this open course as evidence of their possible suitability. Further, they may also be able to use evidence from this course towards the awarding of elective credits in the degree program.

This Collaborative Open Online Course (COOC) is structured over eight weeks and scheduled to start in early October 2022.

Each week participants address key questions related to educational leadership and will discuss and work on them collaboratively. The themes addressed by these questions include;
• The purposes of education
• Their identity as educational leaders
• Changes taking place in the sphere of education
• Understanding educational systems
• Visions of educational futures
• How to lead individuals and teams in educational setting

Content (course unit)

Week 1: The Purpose of Education
Week 2: You as a Leader
Week 3: Education in the Future
Week 4: Understanding the System
Week 5: Your Vision for Education
Week 6: Leading Change
Weeks 7-8 (14.11.-27.11.): Making Your Learning Visible (Portfolio for Evaluation) - Optional for those who want to get 5 credits for the course.

Prerequisites (course unit)

A minimum prerequisite for the course is a Bachelor's degree level prior education and interest or experiences in the education sector.

Further information (course unit)

Credits and Hours: Five ECTS (135 student hours).

Fees: Free for participation with no credits and fee payable if ECTS credits are to be awarded (price to be determined).

Equipment Required by Students: Laptop or tablet and internet access

Platform: Hosted on an open Moodle platform (DIGMA)

Awards: This is envisaged to have two levels
1. Those who complete all weeks and tasks as determined by learning analytics, including the assessment tasks in week 6, will be given access to a downloadable Certificate of Completion. This does not confer any credits or official qualification. We agree that we will accept the certificate in lieu of a pre-task should the student apply to the degree MEL program and is an eligible candidate.
2. Those who pay the fee and complete the work in the first 6 weeks and then proceed to the final two weeks can be awarded a certificate for the 5 ECTS credits on a pass/fail basis. We agree that these students will pass automatically to the interview stage, should they be eligible and apply for the MEL program.

Theoretical Framework:
The course uses the same theoretical framework as MEL, based on the principles of Authentic eLearning (Herrington, Reeves and Oliver, 2010) supported by participatory collaboration, Connectivism (Goldie, 2016; Siemens, 2018) Networked Learning Theory (Buchanan, 2021; Ostashewski and Reid, no date) and Communities of Practice (Lave and Wenger, 1991; Kimble, Hildreth and Bourdon, 2008). Student integration in an online learning environment is underpinned by the work of Salmon (Salmon, no date) and her Five Step Model for online learning scaffolding and support.

The themes of each week are framed by a series of questions that the course participants seek to answer collaboratively, working with the course teachers and their peers on the course. Thus, the course has an enquiry driven, participatory framework.

Assessment criteria, pass/fail (course unit)

The participants will receive five (5) credits if they succesfully complete the portfolio assignment by the end of week 8. The portfolio consists of weekly tasks and activities. The porfolio can be accepted if it is completed according to more detailed instructions given at the course, and if the quality of the portfolio demonstrates Master-level (EQF 7) capability for critical reflection and collaborative learning.

Location and time

Online.

Exam schedules

Assessment is via the submission of a portfolio.

Assessment methods and criteria

The participants will receive five (5) ECTS credits if they successfully complete the portfolio assignment by the end of week 8. The portfolio consists of weekly tasks and activities. The portfolio can be accepted as a Pass if it is completed according to more detailed instructions given on the course learning platform (Digicampus), and if the quality of the portfolio demonstrates Master-level (EQF 7) capability for critical reflection and collaborative learning. Full administrative instructions are provided in Digicampus.

Assessment scale

Pass/Fail

Teaching methods

Online course run on Digicampus platform as a Collaborative Open Online Course.
Students will be working individually, in pairs and in small groups as part of a collaborative online learning community.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous activities. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in a submitted portfolio.
The main focus is the encourage critical thinking about the subject area and a deeper understanding of the complexities and issues as education increasingly takes place in a digital and post digital environment.

Learning materials

Provided online in Moodle on Digicampus.

Student workload

5 x27 hours = 135 hours of student work

Content scheduling

There are six weekly themes:-
The Purpose of Education
You as a Leader
Education in the Future
Understanding the System
Your Vision for Education
Leading Change

Completion alternatives

None.

Practical training and working life cooperation

Activities are all related to the students real life working environments.

International connections

Student participants are from around the world as an Open Online course.

Further information

None.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Work not submitted or does not meet the requirements of a EQF level 7 course.

Objectives (course unit)

In this course the students will learn about contemporary approaches for leading themselves and other people sustainably, ethically and effectively in an international educational context. The course provides the students with an understanding of some leadership theories, practical tools and methods to succeed as a leader in a constantly changing, challenging environment with diverse and demanding stakeholders.
After completing the course, the student will
• recognise and apply some of the current leadership theories and practices in their own working environment
• identify what drives and motivates them and other people, and how to lead diverse people in an inspiring way
• improve their understanding about stress management and self-leadership in times of uncertainty to be able to support others as well
• review some practical approaches to successful competence management
• be able to use coaching style when appropriate
• know how to create trust in multicultural teams

Content (course unit)

• Contemporary leadership theories and practices
• Motivation theories, identifying one’s own motives
• Stress management and leading yourself
• Brain-based leadership
• Competence management
• Leadership coaching skills
• Concept of trust
• Leading multicultural teams

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students define the main aspects of sustainable and effective leadership. They have some basic knowledge of their own motives and how those may influence their behaviour as a leader. They demonstrate that they can superficially apply the leadership theories and practices in their own working environment. The students are are able to apply some coaching skills but still need more practice to help others develop better. They evaluate their own and their colleagues’ learning, and give feedback. Commitment to continuously develop as a leader remains somewhat unclear.

Assessment criteria, good (3-4) (course unit)

The students explain the main aspects of sustainable and effective leadership. They have sound knowledge of their own motives and how those may influence their behaviour as a leader. They can critically evaluate and apply the leadership theories and practices in their own working environment. The students are able to apply coaching skills but still need more practice to help others develop better. They evaluate their own and their colleagues’ learning, and give feedback constructively. They clearly demonstrate commitment to continuously develop as a leader.

Assessment criteria, excellent (5) (course unit)

The students understand and analyse the main aspects of sustainable and effective leadership. They analyse their own actions and behaviors with the help of their individual life motives and are able to apply this information both in self-leadership and in the leadership of others. They can critically evaluate and apply the leadership theories and practices in their own working environment and create new approaches combining existing information. The students are able to apply coaching skills in a professional manner. They evaluate their own and their colleagues’ learning, and give feedback constructively in an engaging manner. They clearly demonstrate commitment to continuously develop as a leader with the help of critical and continuous self-evaluation.

Location and time

The course takes place from the 8th of January to the 9th of March, 2024.

Exam schedules

Open book group exam at the end of the course in small groups. Individual or group tasks that will be evaluated. More information in the beginning of the course.

Assessment methods and criteria

- Open book group exam 50 %
- Indivdual or small group assignments 50 %

Assessment scale

0-5

Teaching methods

This is mainly a distance learning course with individual reading, collaborative group tasks and applied exercises.

Learning materials

Kouzes and Posner (1997 or newer). The Leadership Challenge. Josses-Bass or Wyler.
Other recommended reading will be given during the course.

Content scheduling

The course objectives and contents are presented in Moodle.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The course is not passed if all the given assignments are not done and if the grade of any of the two parts is zero.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can list some leadership theories and practices and is able to mention them in the written assignment and the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has done the mandatory tasks but the reflection in the written assignment about the course material and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in collaborative learning and in the group exam but does not contribute very positively to the study team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the course learning activities.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the written assignment and the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical and realistic suggestions are given for improving challenging leadership situations and they are described clearly. The student has completed the mandatory tasks and the reflection in the written assignment about the course material and its application at his/her own working life shows good understanding of the course topics. The student participates positively in collaborative learning, gives constant encouragement and feedback to the team colleagues and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context as can be seen in the written assignment and/or in other course tasks.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the written assignment and the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the challenging leadership situations and they are described clearly. The student has completed on time all the mandatory lectures and the reflection in the written assignment about the course material and its application at his/her own working life shows shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student participates positively in collaborative learning, gives constant and well formulated encouragement and feedback to the team colleagues and contributes very positively to the team's exam outcome as evaluated by the other team members.resulting in positive impact in his/her own work environment as can be seen in the video assignment and/or in other course tasks. The student takes responsibility as a transformative leader and offers critical, timely suggestions for improvement of leadership and the course as well by taking immediate actions to improve collaborative learning of him/herself and the others.

Objectives (course unit)

In this course, the participants will seek to understand and manage cultural diversity in an educational context. They will also develop the skills and knowledge to support cultural change within organizations. The participants will apply a synergistic approach to deal with multicultural issues and use a critical frame to evaluate national, organizational, business and family culture.

After completing the course, the participants will be able to:

- understand culture from critical point of view; national, organizational, business and family culture
- describe and explain organizational behaviour across cultures
- demonstrate an understanding of the impact of culture in human and corporate behaviour
- apply a synergistic approach when dealing with multicultural issues
- explain the importance of empathy and culturally lenient attention in a multicultural setting

Content (course unit)

Typology of culture
Emergence of culture
Culture and religion (protestant ethics and capitalism, Islam and Hinduism)
Impact of culture in learning context
Work ethics in different culture
Cultural differences and similarities
Cultural synergy
Organisational behaviour
Cultural change

Assessment criteria, satisfactory (1-2) (course unit)

The student can define culture, recognises cultural differences and other phenomena in the field related. While doing tasks, he/she needs assistance. The student knows diverse courses of action but cannot justify his/her choices in practical context. He/she give and receive feedback but considers and assesses things from his/her viewpoints. He/she cannot judge things from multiple perspectives.  He/she is aware of course load and able to do routine tasks but may need to remind. 

Assessment criteria, good (3-4) (course unit)

The student can define culture, recognises cultural differences and other phenomena in the field related. The student knows diverse courses of action but cannot justify his/her choices in practical context. He/she give and receive feedback but considers and assesses things from his/her viewpoints. He/she cannot judge things from multiple perspectives.  He/she is aware of course load and able to do routine tasks but may need to remind. 

Assessment criteria, excellent (5) (course unit)

The student understands culture from multiple perspectives and analyses its impact upon learning and educating context. The student, as a resource person, acts independently or parts of a teaching group in bridging cultural diversity in learning environment. He/she can search for diverse courses of action while dealing with pupils having different cultural backgrounds. The student uses feedback systematically in allocating tasks among culturally diverse learners and ensure growth thereby. He/she knows to perform his/her tasks responsibly in a group and independently as well. The student is flexible and non-hesitant in taking international assignment.

Location and time

1st June - 20 October 2024

Exam schedules

Online activity in between:
1st June - 20 October 2024

Assessment scale

0-5

Teaching methods

This is an online course. Study methods are followed:
Reading, individual task, group task, project and online lecture

Learning materials

- Organization Culture and Leadership, Edgar H. Schein, 5th edition
- Cultures and Organizations: Software of the mind, Geert Hofstede et. al, 3rd edition
-The Cultural Map, Erin Meyer, International edition 2015
- Suggested materials to electronic course platform

Student workload

otal: 27x5= 135 hours
Reading: 30h
Group activity: 20h
Individual task: 30h
Project & presentation: 30h
Following presentation, presentation participation diary writing & course feedback: 25h

Content scheduling

Activity weeks

Completion alternatives

Talk to the course teacher

Practical training and working life cooperation

Activity related to current workplace

International connections

Possible

Further information

Whenever there is a possbility support your argument or discussion or statement with the help of existing published literature realted to the topic or subject or issue.

Objectives (course unit)

The aim of this course is to develop an understanding of the ways in which the modern digitally mediated world impacts all aspects of being, including education and leadership.
After completing the course, the student will
• understand the ways in which technology is entangled with existing social practices and economic and political systems
• reflect on the utilisation and practices of labour in social media and digital platforms
• develop an understanding of the discussions and debates around the uses of contemporary digital technologies
• critique and evaluate the ethics of social media
• select and appraise digital media resources for their own work in education and leadership
• examine the relevance of historical media theories in the contemporary post-digital landscape

Content (course unit)

• Defining the postdigital world
• Platform affordances
• Surveillance capitalism
• Narrative theory & genre
• Memes & humour
• Digital gatekeepers
• Social media & reality
• Representation

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students can recognise and define concepts and movements in the fields of media theory as far as they are relevant in the field of educational leadership. They are able to perform the assigned course tasks under supervision, within the allotted deadlines and can partake in peer feedback and group work.

Assessment criteria, good (3-4) (course unit)

The students can identify relationships between the various media-related theories and compare and analyse how they work in relation to their own particular field of educational leadership. They can make plans and solve problems from a range of possible options with clear justification. The engage with peer feedback and group activities with a high level of skill and commitment.

Assessment criteria, excellent (5) (course unit)

The students demonstrate a deep level of comprehension of historical and contemporary media theory and are able to expand upon those concepts in a creative and professional way. They are able to employ a diverse range of sources in their arguments and bring originality to the way the engage with the topics. The students are competent in all areas of feedback, analysis and self-assessment. They can cooperate responsibly, flexibly and constructively.

Assessment scale

0-5

Objectives (course unit)

This course explores the intersection of education and technology from an international perspective. Students evaluate new educational technologies, embrace networked and connectivist learning, and consider the sustainability of educational technologies.

After completing the course, the student will

• assess educational technologies, considering their impact on learning, wellbeing, and sustainability. They will analyse tools from the international perspective of their own context.
• examine the theoretical underpinnings of effective learning technologies, emphasizing global applicability.
• demonstrate their own proficiency in the use of educational technology, aligning with their specific educational leadership context.
• evaluate the operational and strategic impact of emerging technologies, such as AI, on educational practices.
• consider the ethical dimensions and adapts pedagogical approaches to ensure responsible and effective use of these innovations.

Content (course unit)

• Defining and deconstructing what we mean by educational technology.
• Historical reflection on the use of technology in education.
• Connectivism, Networked Learning and the use of education technology.
• The pedagogical implications of the use of educational technology.
• The environmental implications of the use of educational technology.
• Development of digital literacy skills, including both media and information literacies, to ensure validity and accuracy of information, and the advancement of social and civic responsibility.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can describe pedagogies supporting technology adoption, describe historical context, and design a basic technology enhanced learning intervention to improve student learning and success. They apply educational technology in their work context and contribute to initiatives.

Assessment criteria, good (3-4) (course unit)

Students explain technology adoption, evaluate frameworks, and justify evaluation processes. They critically analyze technology interventions, considering operational and strategic implications. Additionally, they assess the global impact of these technologies, ensuring alignment with sustainable practices and diverse cultural contexts.

Assessment criteria, excellent (5) (course unit)

Students exhibit mastery in educational technology decision-making. They adeptly justify and defend their choices, considering diverse perspectives and stakeholder needs. These exceptional students analyze organizational technology requirements, synthesizing implications related to data storage, privacy, and cybersecurity. Furthermore, they design and implement innovative technology solutions, addressing complex challenges while foreseeing potential implications.

Location and time

Online 18 March 2024 - 19 May 2024. (including a 1 week break for Easter)

Exam schedules

Assessment is not in the form of exams.

Assessment methods and criteria

Students are required to actively participate in the course and the learning process, working collaboratively with peers and the teacher. This is evidenced by their participation in forums in the Moodle LMS and in their participation in other online activities and discussions. It is also evidenced by their engagement and referencing of the materials in the Key Assessed Task (KAT) that forms the main summative assessment of the course. Students should seek to make their engagement and understanding visible. Data from Moodle can also be used to show whether students have accessed the course materials.
The Key Assessed Task is decided upon by the student and can be individual or collaborative. It should link the theory and ideas of the course to the students own authentic working context, as required in a Finnish UAS. The KAT may take a variety of formats to suit the needs of the authentic context of the student and this allows for and is meant to encourage creativity in ways the that student work can be provided as evidence of learning.

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups as part of a collaborative online learning community.
One half day in the intensive week face to face, otherwise online.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous activities. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.
The main focus is the encourage critical thinking about the subject area and a deeper understanding of the complexities and issues as education increasingly takes place in a digital and post digital environment.

Learning materials

Materials will be provided online in the Moodle LMS and are expected to be supplemented by the student’s own research and inquiry based learning. Students are expected to convivially share materials, resources and insights.

Student workload

5 ECTS = 135 hours of student work.

Content scheduling

N/A

Completion alternatives

There are no alternative ways of completing the course apart from an application for accreditation of prior learning through the Peppi/Pakki system.

Practical training and working life cooperation

All tasks are related to the participants' working environments incorporating authentic assessment and applying theory to practice in a spirit of praxis.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The whole program is designed around the heterogeneity of the participants.

Further information

None

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student does not meet the evaluation criteria for 1.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context.
The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk.

Objectives (course unit)

In this course, the participants will seek to understand and manage cultural diversity in an educational context. They will also develop the skills and knowledge to support cultural change within organizations. The participants will apply a synergistic approach to deal with multicultural issues and use a critical frame to evaluate national, organizational, business and family culture.

After completing the course, the participants will be able to:

- understand culture from critical point of view; national, organizational, business and family culture
- describe and explain organizational behaviour across cultures
- demonstrate an understanding of the impact of culture in human and corporate behaviour
- apply a synergistic approach when dealing with multicultural issues
- explain the importance of empathy and culturally lenient attention in a multicultural setting

Content (course unit)

Typology of culture
Emergence of culture
Culture and religion (protestant ethics and capitalism, Islam and Hinduism)
Impact of culture in learning context
Work ethics in different culture
Cultural differences and similarities
Cultural synergy
Organisational behaviour
Cultural change

Assessment criteria, satisfactory (1-2) (course unit)

The student can define culture, recognises cultural differences and other phenomena in the field related. While doing tasks, he/she needs assistance. The student knows diverse courses of action but cannot justify his/her choices in practical context. He/she give and receive feedback but considers and assesses things from his/her viewpoints. He/she cannot judge things from multiple perspectives.  He/she is aware of course load and able to do routine tasks but may need to remind. 

Assessment criteria, good (3-4) (course unit)

The student can define culture, recognises cultural differences and other phenomena in the field related. The student knows diverse courses of action but cannot justify his/her choices in practical context. He/she give and receive feedback but considers and assesses things from his/her viewpoints. He/she cannot judge things from multiple perspectives.  He/she is aware of course load and able to do routine tasks but may need to remind. 

Assessment criteria, excellent (5) (course unit)

The student understands culture from multiple perspectives and analyses its impact upon learning and educating context. The student, as a resource person, acts independently or parts of a teaching group in bridging cultural diversity in learning environment. He/she can search for diverse courses of action while dealing with pupils having different cultural backgrounds. The student uses feedback systematically in allocating tasks among culturally diverse learners and ensure growth thereby. He/she knows to perform his/her tasks responsibly in a group and independently as well. The student is flexible and non-hesitant in taking international assignment.

Location and time

1st June - 20 October 2024

Exam schedules

Online activity in between:
1st June - 20 October 2024

Assessment scale

0-5

Teaching methods

This is an online course. Study methods are followed:
Reading, individual task, group task, project and online lecture

Learning materials

- Organization Culture and Leadership, Edgar H. Schein, 5th edition
- Cultures and Organizations: Software of the mind, Geert Hofstede et. al, 3rd edition
-The Cultural Map, Erin Meyer, International edition 2015
- Suggested materials to electronic course platform

Student workload

otal: 27x5= 135 hours
Reading: 30h
Group activity: 20h
Individual task: 30h
Project & presentation: 30h
Following presentation, presentation participation diary writing & course feedback: 25h

Content scheduling

Activity weeks

Completion alternatives

Talk to the course teacher

Practical training and working life cooperation

Activity related to current workplace

International connections

Possible

Further information

Whenever there is a possbility support your argument or discussion or statement with the help of existing published literature realted to the topic or subject or issue.

Objectives (course unit)

The course aims at improving the partisipants’ understanding of conflict management, resolution and communication, in an organizational environment. Furthermore, crisis communication is among the essential topics of the course. The participants will examine the skills, knowledge and understanding to settle internal conflict management disputes that may arise between individuals and groups of individuals due to the pressures of contemporary business. They will also explore external conflict management issues that affect image, brand and stakeholder relations.



After completing the course, participants will be able to:

- plan and implement efficient change and crisis communication
- demonstrate an understanding of the role and importance of communication in leading people and - organizations in demanding circumstances
- prepare communication plans in advance for change and crisis situations
- explain the process of managing and resolving conflicts
- demonstrate an understanding of his/her natural conflict management styles
- Illustrate that they can adapt their conflict management style in accordance with the requirements of various conflict situations

Content (course unit)

Change communication
Crisis communication
Conflict management
Influencing and lobbying

Assessment criteria, satisfactory (1-2) (course unit)

The student understands basic concepts of conflict management, change and crisis communication and influencing (lobbying). He/she is able to recognize situations where those are needed.
He/she knows the significance of conflict management, crisis communication and influencing in terms of advocating welfare of the organization he/she represents. The student is modestly able to apply the tools and best practices of conflict management, crisis communication and influencing in simple cases.

Assessment criteria, good (3-4) (course unit)

The student understands profoundly why conflict management, change and crisis communication and influencing are important for any organization. He/she has the ability to apply conflict management, change and crisis communication and influencing theories in conjunction with real life cases. He/she is able to produce credible and implementable conflict management, change and crisis communication and influencing plans for situations where those are needed. The student is able to act in a sustainable and ethical way in delicate conflict and crisis situations.

Assessment criteria, excellent (5) (course unit)

The student is able to take initiative in complex conflict and crisis situations, as well as in lobbying for his/her organization. He/she is able to lead the group responsible for prompt action that is often required, in terms of preserving the organization from winding up in further predicament. The student can be entrusted the role of a spokesperson and mediator even in the most demanding conflict and crisis cases.
He/she fully understands the significance of trustworthy appearance while addressing demanding cases on behalf of his/her organization.

Assessment scale

0-5

Objectives (course unit)

This course explores the intersection of education and technology from an international perspective. Students evaluate new educational technologies, embrace networked and connectivist learning, and consider the sustainability of educational technologies.

After completing the course, the student will

• assess educational technologies, considering their impact on learning, wellbeing, and sustainability. They will analyse tools from the international perspective of their own context.
• examine the theoretical underpinnings of effective learning technologies, emphasizing global applicability.
• demonstrate their own proficiency in the use of educational technology, aligning with their specific educational leadership context.
• evaluate the operational and strategic impact of emerging technologies, such as AI, on educational practices.
• consider the ethical dimensions and adapts pedagogical approaches to ensure responsible and effective use of these innovations.

Content (course unit)

• Defining and deconstructing what we mean by educational technology.
• Historical reflection on the use of technology in education.
• Connectivism, Networked Learning and the use of education technology.
• The pedagogical implications of the use of educational technology.
• The environmental implications of the use of educational technology.
• Development of digital literacy skills, including both media and information literacies, to ensure validity and accuracy of information, and the advancement of social and civic responsibility.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can describe pedagogies supporting technology adoption, describe historical context, and design a basic technology enhanced learning intervention to improve student learning and success. They apply educational technology in their work context and contribute to initiatives.

Assessment criteria, good (3-4) (course unit)

Students explain technology adoption, evaluate frameworks, and justify evaluation processes. They critically analyze technology interventions, considering operational and strategic implications. Additionally, they assess the global impact of these technologies, ensuring alignment with sustainable practices and diverse cultural contexts.

Assessment criteria, excellent (5) (course unit)

Students exhibit mastery in educational technology decision-making. They adeptly justify and defend their choices, considering diverse perspectives and stakeholder needs. These exceptional students analyze organizational technology requirements, synthesizing implications related to data storage, privacy, and cybersecurity. Furthermore, they design and implement innovative technology solutions, addressing complex challenges while foreseeing potential implications.

Location and time

Online 18 March 2024 - 19 May 2024. (including a 1 week break for Easter)

Exam schedules

Assessment is not in the form of exams.

Assessment methods and criteria

Students are required to actively participate in the course and the learning process, working collaboratively with peers and the teacher. This is evidenced by their participation in forums in the Moodle LMS and in their participation in other online activities and discussions. It is also evidenced by their engagement and referencing of the materials in the Key Assessed Task (KAT) that forms the main summative assessment of the course. Students should seek to make their engagement and understanding visible. Data from Moodle can also be used to show whether students have accessed the course materials.
The Key Assessed Task is decided upon by the student and can be individual or collaborative. It should link the theory and ideas of the course to the students own authentic working context, as required in a Finnish UAS. The KAT may take a variety of formats to suit the needs of the authentic context of the student and this allows for and is meant to encourage creativity in ways the that student work can be provided as evidence of learning.

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups as part of a collaborative online learning community.
One half day in the intensive week face to face, otherwise online.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous activities. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.
The main focus is the encourage critical thinking about the subject area and a deeper understanding of the complexities and issues as education increasingly takes place in a digital and post digital environment.

Learning materials

Materials will be provided online in the Moodle LMS and are expected to be supplemented by the student’s own research and inquiry based learning. Students are expected to convivially share materials, resources and insights.

Student workload

5 ECTS = 135 hours of student work.

Content scheduling

N/A

Completion alternatives

There are no alternative ways of completing the course apart from an application for accreditation of prior learning through the Peppi/Pakki system.

Practical training and working life cooperation

All tasks are related to the participants' working environments incorporating authentic assessment and applying theory to practice in a spirit of praxis.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The whole program is designed around the heterogeneity of the participants.

Further information

None

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student does not meet the evaluation criteria for 1.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can describe the pedagogies that support the adoption of educational technologies, describe the use of technology in education from a historical perspective, identify the advantages and disadvantages of adopting social media in the learning process, and describe the use of educational technology in their own work context.
The student can lead educational technology initiatives in their working environments, design a technology enhanced learning intervention to improve student learning and success, collaborate with others, evaluate new technologies for learning, and demonstrate the ability to evaluate the epistemic value of information found in a digital environment.The student is able to adopt and use educational technologies to enhance their leadership role within an organisation.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can describe and explain the adoption of educational technology in their own working context, describe and explain some of the frameworks and rubrics used to evaluate the use of educational technologies, justify and critique the processes used to evaluate educational technology in their working environment, explain the advantages and disadvantages of technology adoption, and describe and plan a digital literacy program for the institution. The student is able to analyse and evaluate a technology intervention in the learning process, work collaboratively with peers and colleagues to achieve the goals of the course, and take account of diverse needs and wants when selecting educational technology. The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process, and is open to new technologies, pedagogies and ideas.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can justify and defend their educational technology choices, synthesise diverse needs, opinions and viewpoints to make informed curricula, technology and pedagogical decisions; analyse the learning technology needs within an organisation, able to evaluate and implement digital literacy programs to support the adoption of educational technologies, analyse and synthesise the implications of storage and use of digital data for all stakeholder, explain the importance of the issues privacy and cyber security, and synthesise new developments in pedagogies and technologies. The student candesign and implement technology solutions to problems within an educational organisation, analyse technological challenges and synthesise possible solutions and recognise possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different technological approaches, and demonstrate the ability to adapt their communication as appropriate to context, situation, level of formality. The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader. He/she is an educational change agent, tolerant of those who have different views, opinions, norms and values; open to new methods and ideas, including those driven by modern technological solutions, willing and able to tolerate an acceptable and appropriate level of risk.

Objectives (course unit)

This course familiarises the student with the principles and methods of academic research and academic writing at Master’s level at a university of applied sciences.

After completing the course, the student will

• know the key concepts, rules and ethics of academic research
• know some of the most common research approaches and methods
• be able to analyze academic texts
• have developed their own Research Plan
• be able to choose suitable research methodologies for their research
• plan their research schedule
• create a structure for their thesis

Content (course unit)

• Analysing other thesis works
• Formulating research questions
• Concepts in academic research
• Looking at research approaches and methods
• Tips on how to write a thesis
• Understanding the ethics of using Artificial Intelligence in the thesis writing process
• Familiarisation with TAMK’s thesis writing process
• Producing a Research Plan

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, pass/fail (course unit)

In order to pass the course, the student must have been able to complete all the course tasks, develop a Research Plan to a satisfactory degree and have submitted their thesis topic proposal.

Location and time

Online meetings

Exam schedules

No exam

Assessment methods and criteria

Student is able to use academic concepts of research, identifies academic texts and is able to analyze them. Student is able to write thesis/research plan where he/she implements skills of setting research objectives and justification, research questions, data and methods and introduce theoretical background including suitable topic references.

Assessment scale

Pass/Fail

Teaching methods

Lectures, team working, individual writing task : thesis research plan

Learning materials

Will be published during the course

Student workload

5 ECTS = 135 hours of student work.

Completion alternatives

Must be discussed with teacher beforehand

Practical training and working life cooperation

The thesis is intended to be related to the student's work environment.

International connections

International student teams and working life connections

Further information

Course is mainly virtual including learning tasks in virtual learning environment

Assessment criteria - pass/fail (Not in use, Look at the Assessment criteria above)

Student is able to analyze and write academic text and write thesis/research plan on the personal field of study based on thesis instructions. Teacher might ask to fulfill report or thesis/research plan.

Objectives (course unit)

This course will dive into the world of educational policy, explore its development and execution from global strategies to classroom realities, and understand the pivotal role of social, political, and economic forces in shaping education. It will uncover the influence of international NGOs, political ideologies, and research organisations on policy formation, equipping the participant with the knowledge to navigate and impact the educational landscape.

After completing the course, the students will be able to

• appraise the various dynamic processes in which educational policies are developed, implemented, and evaluated
• evaluate the impact of various stakeholders on the formation and development of educational policy
• critically compare and contrast the design and implementation of educational policy in different contexts
• formulate and justify their own positions with regard to educational policy and practice in their own context

Content (course unit)

A historical reflection on the purpose of education and schooling.
Social, Political, Technological, Environmental, Legal and Economic impact of education and educational policy
The impact of stakeholders and the emergence of new drivers for reform
The politics of reform and disruption
The challenges of implementing education research into practice.
The challenges and changes facing education in the 21st century and the need for reform.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students identify key concepts, theories, and figures in educational policy, demonstrating foundational knowledge by classifying and defining pivotal terms and stakeholders. The students explain the basic principles behind the development and impact of educational policies, showing an understanding through summarizing and describing how these policies interact with social, political, and economic forces. The students take responsibility and commit to a group, give and receive feedback.

Assessment criteria, good (3-4) (course unit)

The students apply concepts and theories to analyse case studies or hypothetical scenarios in educational policy, showing practical understanding through organizing and constructing arguments or solutions. The students evaluate the effectiveness of different educational policies by breaking down their components, assessing their outcomes, and identifying strengths and weaknesses through comparison and contrast. The students take responsibility for their learning and contribute to the progress of others.

Assessment criteria, excellent (5) (course unit)

The students evaluate the impact of various educational policies on multiple levels using a comprehensive set of criteria, making informed judgments, and defending positions on their efficacy and alignment with educational goals. The students propose innovative and justified solutions or reforms to existing educational policies by creatively combining knowledge and insights, demonstrating a high level of critical thinking and originality. The students participate actively in collaborative learning by sharing expertise, searching for information, and collaboratively creating knowledge.

Location and time

fully online 8 January - 11 March 2024

Exam schedules

no exam, instead assessed assignments

Assessment methods and criteria

Self, peer, and teacher assessment
Assessment criteria for grades 1-5 are given in a rubric and available for students in Moodle

Assessment scale

0-5

Teaching methods

Independent study, collaborative knowledge building in small groups, online synchronic and asynchronic discussions, writing an analysis report

Learning materials

Jones, T. 2013.Understanding Education Policy. The Four Education Orientations Framework

Handbook of Education Policy
Postiglione, Gerard A., editor.; Johnstone, Christopher J., editor.; Teter, Wesley R., editor.; Edward Elgar Publishing, publisher.
2023

In addition, recent research articles shared in Moodle and students' information search.

Student workload

26,7 x 5 cr = 133h
Time allocated for reading approx 40h
assignments approx 35h
group discussions, peer feedback and reflection approx 30h
following media discussion 10h
navigation, guidance etc 18h

Content scheduling

Key concepts: What is Education Policy
Philosophical and ideological orientations to the purpose of education
Following media discussion
Investigating a chosen topic
Impact of global influences and stakeholders
Education reforms
Giving and receiving peer feedback
Synchronous and asynchronous online presentations and discussions

International connections

international cohort

Objectives (course unit)

In this course the students will learn about contemporary approaches for leading themselves and other people sustainably, ethically and effectively in an international educational context. The course provides the students with an understanding of some leadership theories, practical tools and methods to succeed as a leader in a constantly changing, challenging environment with diverse and demanding stakeholders.
After completing the course, the student will
• recognise and apply some of the current leadership theories and practices in their own working environment
• identify what drives and motivates them and other people, and how to lead diverse people in an inspiring way
• improve their understanding about stress management and self-leadership in times of uncertainty to be able to support others as well
• review some practical approaches to successful competence management
• be able to use coaching style when appropriate
• know how to create trust in multicultural teams

Content (course unit)

• Contemporary leadership theories and practices
• Motivation theories, identifying one’s own motives
• Stress management and leading yourself
• Brain-based leadership
• Competence management
• Leadership coaching skills
• Concept of trust
• Leading multicultural teams

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students define the main aspects of sustainable and effective leadership. They have some basic knowledge of their own motives and how those may influence their behaviour as a leader. They demonstrate that they can superficially apply the leadership theories and practices in their own working environment. The students are are able to apply some coaching skills but still need more practice to help others develop better. They evaluate their own and their colleagues’ learning, and give feedback. Commitment to continuously develop as a leader remains somewhat unclear.

Assessment criteria, good (3-4) (course unit)

The students explain the main aspects of sustainable and effective leadership. They have sound knowledge of their own motives and how those may influence their behaviour as a leader. They can critically evaluate and apply the leadership theories and practices in their own working environment. The students are able to apply coaching skills but still need more practice to help others develop better. They evaluate their own and their colleagues’ learning, and give feedback constructively. They clearly demonstrate commitment to continuously develop as a leader.

Assessment criteria, excellent (5) (course unit)

The students understand and analyse the main aspects of sustainable and effective leadership. They analyse their own actions and behaviors with the help of their individual life motives and are able to apply this information both in self-leadership and in the leadership of others. They can critically evaluate and apply the leadership theories and practices in their own working environment and create new approaches combining existing information. The students are able to apply coaching skills in a professional manner. They evaluate their own and their colleagues’ learning, and give feedback constructively in an engaging manner. They clearly demonstrate commitment to continuously develop as a leader with the help of critical and continuous self-evaluation.

Location and time

The course takes place from the 8th of January to the 9th of March, 2024.

Exam schedules

Open book group exam at the end of the course in small groups. Individual or group tasks that will be evaluated. More information in the beginning of the course.

Assessment methods and criteria

- Open book group exam 50 %
- Indivdual or small group assignments 50 %

Assessment scale

0-5

Teaching methods

This is mainly a distance learning course with individual reading, collaborative group tasks and applied exercises.

Learning materials

Kouzes and Posner (1997 or newer). The Leadership Challenge. Josses-Bass or Wyler.
Other recommended reading will be given during the course.

Content scheduling

The course objectives and contents are presented in Moodle.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The course is not passed if all the given assignments are not done and if the grade of any of the two parts is zero.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can list some leadership theories and practices and is able to mention them in the written assignment and the group exam. The student analyses the leadership cases, including the motivation factors and competence management, but the analysis stays on a superficial level. Suggestions are given for improving the leadership situations but they remain quite shallow and simple. The student has done the mandatory tasks but the reflection in the written assignment about the course material and its application at his/her own working life shows only superficial understanding of the course topics. The student participates in collaborative learning and in the group exam but does not contribute very positively to the study team's exam outcome as evaluated by the other team members. The student does not manage to transform the learned leadership skills in his/her working context as can be seen in the course learning activities.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the written assignment and the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical and realistic suggestions are given for improving challenging leadership situations and they are described clearly. The student has completed the mandatory tasks and the reflection in the written assignment about the course material and its application at his/her own working life shows good understanding of the course topics. The student participates positively in collaborative learning, gives constant encouragement and feedback to the team colleagues and contributes positively to the team's exam outcome as evaluated by the other team members. The student manages to transform the learned leadership skills in his/her working context as can be seen in the written assignment and/or in other course tasks.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can describe with concrete examples some leadership theories and practices and is able to apply them in the written assignment and the group exam. The student analyses the leadership cases, including the motivation factors and competence management, and the analysis is detailed and combines different elements. Logical, realistic and creative suggestions are given for improving the challenging leadership situations and they are described clearly. The student has completed on time all the mandatory lectures and the reflection in the written assignment about the course material and its application at his/her own working life shows shows deep understanding of the course topics. The student participates in the group exam and contributes positively to the team's exam outcome as evaluated by the other team members. The student participates positively in collaborative learning, gives constant and well formulated encouragement and feedback to the team colleagues and contributes very positively to the team's exam outcome as evaluated by the other team members.resulting in positive impact in his/her own work environment as can be seen in the video assignment and/or in other course tasks. The student takes responsibility as a transformative leader and offers critical, timely suggestions for improvement of leadership and the course as well by taking immediate actions to improve collaborative learning of him/herself and the others.

Objectives (course unit)

Description and Objectives
The objective of this course is to allow students to investigate and explore a topic related to their field of study in greater depth. The course participants will negotiate a learning contract with the course facilitator to deepen their knowledge and understanding and make new connections with existing knowledge that has been gained during their degree program or from their prior learning and professional life. Using a progressive inquiry framework, the learners will both broaden and deepen their understanding and demonstrate the connection between their studies and their professional needs.

After completing the course, the participants will be able to:

• Identify the competences, skills, and knowledge areas that they wish to investigate further, providing a rational for the investigation.
• Identify and describe the developments in their own learning and professional competence.
• Apply the new competencies and knowledge to their working life environments.
• Reflect upon this new knowledge and the relevance of this knowledge to their learning goals and professional context.
• Demonstrate a critical understanding of concepts related to the area of study.
• Produce examples of informed practice that reflect current understanding or research in the fields of business, leadership and/or education.

Content (course unit)

The course contents are negotiated between the student and the teacher. These are recorded in a learning agreement that consists of:
• Intended learning outcomes
• Guiding principles
• Structure and sequence of learning experiences
• Timeline for course completion
• Feedback, monitoring and guidance mechanisms
• Grading and evaluation rubric

Themes that might be explored include, but are not limited to –
• Personal Project Planning
• Design of a personal study plan
• Identification of professional knowledge and competencies
• Digitization of business and education
• Impact of economic policies on business and education
• Contemporary leadership practices in business and educational contexts
• The impact of AI on education, business, and leadership
• The use of analytics and big data in business and education

Further information (course unit)

Evaluation Scale
Grading criteria rubrics will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). This will be discussed with students during the course.
Evaluation scale 0-5

Assessment criteria, satisfactory (1-2) (course unit)

(1) = Preliminary processing but task is not approached appropriately. Students’ works under this category have poor structure. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Students’ works under this category are poorly structured. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria, good (3-4) (course unit)

(3) = Several concepts are integrated so that the coherent whole has meaning. Students’ works under this category have some structure. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists which is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria, excellent (5) (course unit)

5) = Students’ works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking, and creativity.

Location and time

Fully Online, Distance Learning Course.

Exam schedules

The course is not assessed via exams. The assessment schedule, deadlines and assessed output is negotiated and agreed between the students and teacher.

Assessment methods and criteria

Grading criteria rubrics will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). This will be discussed with students.
Evaluation scale 0-5

Assessment scale

0-5

Teaching methods

This course provides international business students and educational leaders with the opportunity to engage in an in-depth, self-directed and self-determined study related to an international business
or educational leadership topic. It recognizes the diverse needs of post-graduate students in developing the specific capacities and pursuing interests that are relevant to them in their personal development and particular working context.
This is a fully online course by distance learning and does not require any face to face contact on campus. There will be the opportunity for synchronous video meetings.
The course will use Moodle as its LMS and a range of educational technology tools to support students completing the course, including video conferencing tools when and if required.
The teachers role is to provide support and guidance as the student explores a topic of interest and relevance to their own professional development.

Learning materials

As in the thesis process, students are required to research and find relevant and appropriate literature to support their learning process. This will be referenced and cited in the final submission.
The objective is for the students to apply theoretical ideas to practical situations and contexts that they wish to explore in more detail.

Student workload

This course requires that students manage their own time and resources to meet self imposed deadlines to complete the course. It therefore requires students to be autonomous, self directed learners able to take full responsibility and ownership of their learning and task completion.
The teacher will seek updates on progress and provide encouragement and guidance, but the work is undertaken by the student and they have responsibility for managing their time and effort.
5 ECTS credits = 135 hours of student work.

Completion alternatives

There are no alternative ways of completing this course.

Practical training and working life cooperation

The students are expected to link their in depth study to their own working context and show how what they have learned is of relevance in their company or institution or role.

International connections

The international participants of IBM and MEL are drawn from a wide variety of international business and educational contexts from around the world.

Further information

This course requires a high level of self management and commitment and also the ability to be open to feedback and suggestions for improvement.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

0= Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Students’ works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

(1) = Preliminary processing but task is not approached appropriately. Students’ works under this category have poor structure. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Students’ works under this category are poorly structured. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

(3) = Several concepts are integrated so that the coherent whole has meaning. Students’ works under this category have some structure. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists which is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5) = Students’ works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking, and creativity.

Objectives (course unit)

This course introduces participants to the basics of educational leadership and serves as an open introduction to the MBA in Educational Leadership (MEL) degree program.

Students who successfully complete this course will not be required to complete the pre-task when applying to the degree program, but will use their completion of this open course as evidence of their possible suitability. Further, they may also be able to use evidence from this course towards the awarding of elective credits in the degree program.

This Collaborative Open Online Course (COOC) is structured over eight weeks and scheduled to start in early October 2022.

Each week participants address key questions related to educational leadership and will discuss and work on them collaboratively. The themes addressed by these questions include;
• The purposes of education
• Their identity as educational leaders
• Changes taking place in the sphere of education
• Understanding educational systems
• Visions of educational futures
• How to lead individuals and teams in educational setting

Content (course unit)

Week 1: The Purpose of Education
Week 2: You as a Leader
Week 3: Education in the Future
Week 4: Understanding the System
Week 5: Your Vision for Education
Week 6: Leading Change
Weeks 7-8 (14.11.-27.11.): Making Your Learning Visible (Portfolio for Evaluation) - Optional for those who want to get 5 credits for the course.

Prerequisites (course unit)

A minimum prerequisite for the course is a Bachelor's degree level prior education and interest or experiences in the education sector.

Further information (course unit)

Credits and Hours: Five ECTS (135 student hours).

Fees: Free for participation with no credits and fee payable if ECTS credits are to be awarded (price to be determined).

Equipment Required by Students: Laptop or tablet and internet access

Platform: Hosted on an open Moodle platform (DIGMA)

Awards: This is envisaged to have two levels
1. Those who complete all weeks and tasks as determined by learning analytics, including the assessment tasks in week 6, will be given access to a downloadable Certificate of Completion. This does not confer any credits or official qualification. We agree that we will accept the certificate in lieu of a pre-task should the student apply to the degree MEL program and is an eligible candidate.
2. Those who pay the fee and complete the work in the first 6 weeks and then proceed to the final two weeks can be awarded a certificate for the 5 ECTS credits on a pass/fail basis. We agree that these students will pass automatically to the interview stage, should they be eligible and apply for the MEL program.

Theoretical Framework:
The course uses the same theoretical framework as MEL, based on the principles of Authentic eLearning (Herrington, Reeves and Oliver, 2010) supported by participatory collaboration, Connectivism (Goldie, 2016; Siemens, 2018) Networked Learning Theory (Buchanan, 2021; Ostashewski and Reid, no date) and Communities of Practice (Lave and Wenger, 1991; Kimble, Hildreth and Bourdon, 2008). Student integration in an online learning environment is underpinned by the work of Salmon (Salmon, no date) and her Five Step Model for online learning scaffolding and support.

The themes of each week are framed by a series of questions that the course participants seek to answer collaboratively, working with the course teachers and their peers on the course. Thus, the course has an enquiry driven, participatory framework.

Assessment criteria, pass/fail (course unit)

The participants will receive five (5) credits if they succesfully complete the portfolio assignment by the end of week 8. The portfolio consists of weekly tasks and activities. The porfolio can be accepted if it is completed according to more detailed instructions given at the course, and if the quality of the portfolio demonstrates Master-level (EQF 7) capability for critical reflection and collaborative learning.

Location and time

Online.

Exam schedules

Assessment is via the submission of a portfolio.

Assessment methods and criteria

The participants will receive five (5) ECTS credits if they successfully complete the portfolio assignment by the end of week 8. The portfolio consists of weekly tasks and activities. The portfolio can be accepted as a Pass if it is completed according to more detailed instructions given on the course learning platform (Digicampus), and if the quality of the portfolio demonstrates Master-level (EQF 7) capability for critical reflection and collaborative learning. Full administrative instructions are provided in Digicampus.

Assessment scale

Pass/Fail

Teaching methods

Online course run on Digicampus platform as a Collaborative Open Online Course.
Students will be working individually, in pairs and in small groups as part of a collaborative online learning community.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous activities. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in a submitted portfolio.
The main focus is the encourage critical thinking about the subject area and a deeper understanding of the complexities and issues as education increasingly takes place in a digital and post digital environment.

Learning materials

Provided online in Moodle on Digicampus.

Student workload

5 x27 hours = 135 hours of student work

Content scheduling

There are six weekly themes:-
The Purpose of Education
You as a Leader
Education in the Future
Understanding the System
Your Vision for Education
Leading Change

Completion alternatives

None.

Practical training and working life cooperation

Activities are all related to the students real life working environments.

International connections

Student participants are from around the world as an Open Online course.

Further information

None.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Work not submitted or does not meet the requirements of a EQF level 7 course.

Objectives (course unit)

In this course the students will examine the theory and practice of designing and implementing sustainable curricula in a variety of diverse and international educational settings.

After completing the course, the student will
• critically examine curriculum theory and its political implications, emphasizing international perspectives and ethical considerations.
• utilise effective curriculum processes and tools to design context-specific curriculum implementations, integrating sustainability principles.
• engage in reflective discussions about new trends in curriculum design, considering their impact on diverse learners and global educational contexts.
• create curricula that intentionally embed essential core skills, fostering inclusivity and preparing learners for an interconnected world.

Content (course unit)

• Types of curricula (recommended, written, supported, tested, hidden).
• Learning communities and curriculum.
• Curriculum theories (structure oriented, values oriented, process oriented).
• The curriculum as change, the emergent curriculum, the liquid curriculum.
• Strategy, implementation, and evaluation of curriculum change.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can identify curriculum types, describe their characteristics, and explain the importance of Constructive Alignment. They recognize applied curriculum approaches in their context and outline curriculum implementation processes.

Assessment criteria, good (3-4) (course unit)

Students demonstrate a deeper understanding of curriculum design by explaining various curriculum types, justifying their choices with theoretical foundations, and critically evaluating their impact. They apply leadership skills to drive curriculum initiatives and adapt strategies to evolving educational contexts. Additionally, they embrace innovative methods, and consider sustainable and global perspectives.

Assessment criteria, excellent (5) (course unit)

At the highest level, students demonstrate visionary leadership in curriculum design. They analyze diverse curriculum theories, pioneer innovative approaches, and integrate sustainability and global perspectives. These students inspire educational change, adapt to dynamic contexts, and champion inclusive, forward-thinking curricula.

Location and time

The intensive week is August 14 - 18 2023, The online course is for 8 weeks from the 23 October - 17 December 2023.

Exam schedules

Assessment for this course is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups within their online learning community.
One intensive week face to face at the start of each semester, otherwise online.
Teaching strategies will include readings, online discussion, facilitation, group and individual work, synchronous and asynchronous.
Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

Learning materials

Materials and literature will be provided online in the Moodle LMS and these are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

5 ECTS credits = 135 hours of student work.

Completion alternatives

There are no alternative ways of completing the course.

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort. The heterogeneity of the participants is incorporated into the course design.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The work is not of the required standard for a MBA degree (EQF Level 7)

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can name the various types of curriculum, describe each of the various types of curriculum and describe the importance of (Biggs) Constructive Alignment. He/she can list common, core and 21st Century skills and explain their importance in the curriculum. The student can recognize the types of curriculum being applied in their own work context and describe or illustrate a curriculum implementation process.
The student can lead a team in the development and design of a curriculum, support content specialists in the development of curriculum and follow identified process for curriculum review.
The student demonstrates the skills and knowledge required of a curriculum leader, behaves in an appropriate professional manner as an educational leader, is open to feedback and criticism and actively listens and seeks feedback from appropriate stakeholders.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student can explain the various types of curriculum, justify curriculum choices with reference to theory and literature that underpin their adoption, critique and explain the curriculum adoption in their own institutional context, identify motivational aspects that impact the implementation of curriculum, explain and apply communications processes to their own business simulation and develop internal and external communications strategies.
He/she can justify their political and practical position with regard to curriculum and describe and plan a communications process. The student is able to apply leadership skills and knowledge to implement a curriculum initiative, work collaboratively with peers and colleagues to achieve the goals of the course, take account of diverse views and opinions in managing a curriculum team, demonstrate an awareness of the political implications of curricula choices, take account of and adjust curriculum implementation plans as educational policies and practice
change over time, taking account of the context and stakeholders.
The student demonstrates the ability to evaluate and adapt their leadership approach based on the context, reaction of colleagues (subordinates and superiors), is open to ideas and support from colleagues and peers as a part of the learning process and is open to new methods, technologies and ideas.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student can justify and defend his/her curriculum choices and synthesize diverse needs, opinions and viewpoints to make informed curricula decisions.
He/she can analyse the curriculum structures within an organisation and synthesize new developments in curriculum design. The student can design and implement solutions curriculum implementations within an educational organisation, analyse communications issues and synthesize possible solutions and recognize possible implications, support and collaborate with fellow learners in a variety of contexts, evaluate different communications approaches, keep up to date in the research and literature relating to the curriculum, and demonstrate the ability to adapt their communications as appropriate to context, situation, level of formality.
The student is able to make explicit the links between theory and practice so as to embody the principles of praxis as an educational leader, act as an educational change agent, be tolerant of those who have different views, opinions, norms and values. He/she is open to new methods and ideas, including those driven by modern technological solutions.

Objectives (course unit)

In this course, the participants will gain basic understanding of change and project management by working on cases in small groups.

After completing the course, the participants will be able to:
- define an appropriate change management approach
- create a change management plan for organizational change
- use basic project management tools to implement change initiatives

Content (course unit)

• Change management case definition in small groups
• Strategy creation for the change case
• Organizational change models
• Different change management approaches
• Change management plan
• Project management basics

Assessment criteria, satisfactory (1-2) (course unit)

The student names and explains the core concepts of strategic planning, change management and project management. He/she uses basic strategic planning, change management and project management tools and is able to select the suitable ones. The student gives and receives feedback related to change- and project management methods, collaborates with others in change and project management situations and takes responsibility for their own work.

Assessment criteria, good (3-4) (course unit)

The student explains how to apply common strategic tools to position the need for change, compares different concepts of change management by using different change management literature and explain why and how to use methods related to project scope, schedule and resources. The student can apply strategic planning tools to define a strategic position, plan and implement credible organizational change initiatives in working life cases, and plan and manage the scope, schedule and resources in the change project. The student gives and and receives constructive feedback related to change and project management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.  

Assessment criteria, excellent (5) (course unit)

The student analyzes systematically the need for change by using appropriate change management tools and methods, uses additional and recent research to extend knowledge of change management. He/she uses additional and recent research to extend the knowledge of project management. The student applies strategic planning tools in a systematic manner to define a strategic position and choices. He/she justifies the credibility of plans for organizational change initiatives in working life cases and justifies the use of the project management methods used to manage the change project. The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change- and project management situations individually and collaboratively. The student commits him/herself both for his/her own work and for developing the understanding of others related to change and  project management in practice and in theory.  

Location and time

The course will take place between the 23th of October and the 15th of December 2023.

Exam schedules

None

Assessment methods and criteria

Individual part - 50 % of the grade
Collaborative group part - 50 % of the grade

Assessment scale

0-5

Teaching methods

Blended online learning
- Interactive lecturing & group excercises
- Individual assignments: Information searching, reading, writing, reflecting and working on the cases
- Small group assignments: Collaborative knowledge construction, social peer support and elaboration of the cases by using video calls, discussion forums, asychronous video

Learning materials

- Varney, S. 2022. Leadership in Complexity and Change: For a World in Constant Motion (parts will be provided by pdf)

- Kemmis, S. (2022). Transforming Practices: Changing the World with the Theory of Practice Architectures. Springer Nature Singapore. https://doi.org/10.1007/978-981-16-8973-4

- Cameron E. & Green M. 2010. Making Sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organizational Change (Newer or older editions of the book are OK, as well)

- Horine, G. M. 2022. Project Management Absolute Beginner’s Guide, 5th Edition. https://www.oreilly.com/library/view/project-management-absolute/9780137646913/

Student workload

135 hours of work in total

Content scheduling

The structure will be presented in the first week of the course.

Completion alternatives

None

Practical training and working life cooperation

None

International connections

None

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student names and explains the core concepts of change management.
He/she uses basic change management tools and is able to select the suitable ones.
The student gives and receives feedback related to change- and project management methods, collaborates with others in change situations and takes responsibility for their own work

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student explains how to apply common approaches of change management to working life cases.
The student can plan and implement credible organizational change initiatives in working life cases,and knows how to use common change management tools.
The student gives and receives constructive feedback related to change management methods, develops collaborative actions in change- and project management situations. He/she can take responsibility for their own work and for collaborative work.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student analyzes systematically the need for change, and uses appropriate change approaches and leadership approaches and tools, and uses additional and recent research to extend knowledge of change and project management.
He/she justifies the credibility of plans for organizational change initiatives in working life cases and justifies the use of the leadership and management methods used to manage the change project.
The student uses feedback to grow professionally in the field of change- and project management. He/she develops creative and constructive working methods to solve change management situations individually and collaboratively. The student commits him/herself both for his/her own work and for developing the understanding of others related to change and project management in practice and in theory.

Objectives (course unit)

The course aims to provide students with knowledge and skills to evaluate various learning and working environments and how they support learning. The course will challenge students to consider inclusive and ethical assessment for learning as part of the learning process where feedback and feedforward play an important role.

After completing the course, the student will be able to:

- describe and evaluate various learning and working environments and how they support learning
- demonstrate a knowledge of learning theories and how they apply in practice
- reflect on and analyse their own practical theory for teaching
- explain how assessment can be inclusive, ethical and a meaningful learning experience
- use peer and self-assessment efficiently and effectively

Content (course unit)

Learning environments and working culture.
Contemporary learning theories
Practical theory of teaching and learning
Assessment for, of and as learning
SOLO and Bloom’s taxonomies

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students describe learning and working environments applying one or two key concepts. The students reflect on their practical theories for teaching with reference to one or two theories. The students can explain some key concepts of assessment but describe their assessment methods without theoretical justifications. The students make use of appropriate learning and assessment literature but mainly paraphrases the authors’ ideas. The students participate actively in collaborative learning by giving and receiving feedback.

Assessment criteria, good (3-4) (course unit)

The students describe and evaluate multiple aspects of learning and working environments and how they support learning applying concepts from contemporary learning theories. The students reflect on and analyse their practical theories for teaching and make some connections between different learning theories. The students are acquainted with the key concepts of assessment and use them in self-assessment and to justify their own argumentations. The students show evidence of engaging with the course literature and some sources researched by themselves. The students take responsibility for their own learning and contribute to collaborative learning process and use feedback systematically to improve own work as well as the work of others using different media.

Assessment criteria, excellent (5) (course unit)

The students connect aspects and viewpoints of contemporary learning theories in their evaluation of learning and working environments in novel ways. The students critically reflect on and analyse their practical theories for teaching with references to course literature and sources searched by themselves. The students approach assessment with innovative thinking drawing on their own experiences and relevant literature. The students show evidence of wide reading and reflective approach in their demonstration of learning. The students participate actively in collaborative knowledge building by sharing expertise, using feedback and feedforward systematically and applying different media.

Location and time

Online

Exam schedules

Assessment is not in the form of exams.

Assessment scale

0-5

Teaching methods

Students will be working individually, in pairs and in small groups creating an online learning community.
One intensive week face to face, otherwise online.
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, and orally

Learning materials

Learning materials and recommended literature:
Set boos:
1. Jonassen, D. & Land, S. (Eds). 2012. Theoretical Foundations of Learning Environments. New York and London: Routledge. Avaialble online through TAMK library:
https://libproxy.tuni.fi/login?url=https://www.dawsonera.com/abstract/9780203813799
2.Illeris, K. (ed.) 2018. Contemporary theories of learning: learning theorists...in their own words
Routledge, Taylor & Francis Group 2018. Second edition
More materials will be recommended and provided online in the Tabula LMS and are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

Student's use of time and work load: 5 cr = 133 hours of student work. Out of that approximately 20 h of synchronous contact with the facilitator and 113 hours of independent study in small groups.

Content scheduling

Contemporary learning theories
Operating cultures
Assessment

Practical training and working life cooperation

Practice and cooperation with working life: all tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

International connections: participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student describes theoretical knowledge and experiential knowledge and observations separately. The discussion is shallow, presents disconnected facts and/or paraphrases literature.
The student does not participate in the group processes actively and does not follow the instructions.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student can discuss his/her own experiences and observations in light of contemporary learning theories but the discussion is shallow, or focuses on one aspect/viewpoint regarding learning environments and operating cultures and their contribution to learning. The student makes use of appropriate learning and assessment literature but mainly paraphrases others’ ideas. The student can participate actively in collaborative learning by giving and receiving feedback.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student discusses multiple aspects/viewpoints of learning theories and assessment and makes some connections between them. He/she uses learning theory and assessment related references to show understanding of different views in the field but also to support their own position and argumentation. The student is acquainted with the key concepts in the field of learning theories and assessment and uses them to justify their own argumentation. The student takes responsibility for their own learning and contributes to a collaborative learning process and uses feedback systematically to improve own work as well as the work of others with different media.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student connects aspects and viewpoints of learning theories and assessment in novel ways and extends the discussion beyond the expected. The student makes his/her own opinions about learning theories and assessment very clear and builds their case with the help of relevant references.The student has a strong understanding of different learning theories and assessment methods. He/she shows evidence of wide reading from many sources, including those researched by themselves. The student approaches the topic of learning theories and assessment with sophisticated analysis or innovative thinking. He/she participates actively in collaborative learning process by sharing expertise, searching for information and collaboratively creating knowledge with different media.

Objectives (course unit)

In this course the participants will explore the future of education in technology-rich environments, considering emerging trends, changing learning paradigms, and the role of educators.

After completing the course, the student will

• identify and discuss the main emerging trends in education within their context, considering global perspectives.
• reflect on the evolving roles of educators and students, emphasizing the impact of cultural diversity and sustainable practices on teaching and learning.
• be able to critically evaluate emerging changes in education, considering policy shifts, technological advancements, and socio-economic factors from an international standpoint.
• be able to apply their acquired knowledge to their own context and lead in environments that promote sustainability, inclusivity, and intercultural awareness.
• take a proactive role in shaping their professional environments, integrating sustainable practices, and fostering international collaboration.

Content (course unit)

• Commercialization and commoditization of education, the implication of various models of funding.
• Unbundling of educational institutions and services.
• Techno-solutionism, techno-determinism, and the influence of ‘Silicon Valley culture’ on education.
• Education as an app or platform.
• The use of AI and algorithms to drive educational planning and personalization.
• The use of big data and learning analytics in education.

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

Students can describe emerging trends in education, evaluate their impact, and apply them effectively in their work context.

Assessment criteria, good (3-4) (course unit)

Students can critically analyze emerging trends in education, collaboratively evaluate their impact, and adapt their leadership approach to foster innovation, inclusivity, and sustainable practices.

Assessment criteria, excellent (5) (course unit)

Students demonstrate exceptional originality by proposing innovative solutions to complex educational challenges in our rapidly evolving world. They integrate sustainability, global perspectives, and transformative leadership, leveraging emerging ideas and technologies to shape the future of education.

Location and time

Fully online.
The course runs from August - October 2023.
14 - 18 August 2023. Intensive week.
21/08/2022 - 15/10/2023 Eight weeks online.

Exam schedules

Assessment is not in the form of exams.

Assessment methods and criteria

The students are assessed on the basis of participation and engagement with course materials and activities and a Key Assessed Task (KAT) which can be individual or collaborative. Engagement and understanding is evidenced making learning visible in the KAT and Moodle forums with citations and references.

Grading criteria rubrics are based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999).

Assessment scale

0-5

Teaching methods

Students will be working individually, and in collaborative groups within an online learning community.
One intensive week *face to face, otherwise online. (*Due to COVID pandemic, this may now be fully online)
Teaching strategies will include readings, discussion, facilitation, group and individual work, synchronous and asynchronous. Active participation and collaboration will be essential. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.

Learning materials

Materials will be provided in Moodle and are expected to be supplemented by the student’s own research and inquiry based learning.

Student workload

Student's use of time and work load: 5 cr = 135 hours of student work individually and collaboratively in groups. This represents approximately 17 hours of work per week over the duration of the course.

Completion alternatives

If the student has completed corresponding studies at another university or university of applied sciences, the student may apply for credit transfer through Hyvähot system (accreditation of prior learning).

Practical training and working life cooperation

All tasks will be related to the participants' working environments incorporating authentic assessment and applying theory to practice.

International connections

Participants are drawn from diverse cultural and national backgrounds and their experiences will feed into the learning of the whole cohort.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

(0) = Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Student's works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

(1) = Preliminary processing but task is not approached appropriately. The structure of the student's work requires further development. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Student's works require further development of structure. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

(3) = Several concepts are integrated so that the coherent whole has meaning. Student's works under this category are fairly well structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists and is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

(5) = This is exceptional work. Student's works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking and creativity.

Objectives (course unit)

The aim of this course is to develop an understanding of the ways in which the modern digitally mediated world impacts all aspects of being, including education and leadership.
After completing the course, the student will
• understand the ways in which technology is entangled with existing social practices and economic and political systems
• reflect on the utilisation and practices of labour in social media and digital platforms
• develop an understanding of the discussions and debates around the uses of contemporary digital technologies
• critique and evaluate the ethics of social media
• select and appraise digital media resources for their own work in education and leadership
• examine the relevance of historical media theories in the contemporary post-digital landscape

Content (course unit)

• Defining the postdigital world
• Platform affordances
• Surveillance capitalism
• Narrative theory & genre
• Memes & humour
• Digital gatekeepers
• Social media & reality
• Representation

Prerequisites (course unit)

None

Further information (course unit)

None

Assessment criteria, satisfactory (1-2) (course unit)

The students can recognise and define concepts and movements in the fields of media theory as far as they are relevant in the field of educational leadership. They are able to perform the assigned course tasks under supervision, within the allotted deadlines and can partake in peer feedback and group work.

Assessment criteria, good (3-4) (course unit)

The students can identify relationships between the various media-related theories and compare and analyse how they work in relation to their own particular field of educational leadership. They can make plans and solve problems from a range of possible options with clear justification. The engage with peer feedback and group activities with a high level of skill and commitment.

Assessment criteria, excellent (5) (course unit)

The students demonstrate a deep level of comprehension of historical and contemporary media theory and are able to expand upon those concepts in a creative and professional way. They are able to employ a diverse range of sources in their arguments and bring originality to the way the engage with the topics. The students are competent in all areas of feedback, analysis and self-assessment. They can cooperate responsibly, flexibly and constructively.

Assessment scale

0-5