Undergraduate Course: Childhood Studies Work Based Learning 2: Organisational Development (EDUA10157)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | Utilising analytical and planning tools, students will assess the contribution of management theory and practice to professional and organisational development. This course focuses on the organisational development and management roles of professionals who work with children in a variety of statutory and voluntary sector settings. Participants will consider what is involved in building and developing organisations and being responsible for their own and others' work. The emphasis is on applied knowledge and understanding in areas such as organisational structure, developing participative organisations, supervision, teamwork, planning and development, finance and funding, evaluation and accountability. The skills and activities of management are considered with reference to the current policy context and in relation to differing interpretations of the management function.
The course will make links to the childhood practitioners¿ current or previous work experiences through weekly group tutorials and students will work in learning clusters to identify and develop their understanding of organisational issues. The course will require students to compare the role of different management approaches within settings such as a children and family centre, a community centre and a Sure Start provision. There will be an emphasis on using web-based and other digital materials and tools. Students will be encouraged to critically analyse their own agency in relation to the changing policy context in Scotland. |
| Course description |
Work-based learning involves learning closely bound to the work role, which may be located in your current or previous workplace, or a tailored placement. An important part of work-based learning is that you promote participatory change through your work role and base collaborative decision-making on analysis of directed reading, research and group work.
The major themes covered in the course will be:
Organisational, leadership and management theory, and its relevance to professional practice
Analytical frameworks and techniques such as SWOT, PEST, the 7s framework and force-field analysis
Contemporary, creative, innovative and complex approaches to organisational change, leadership and management
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | Small Conference/Poster Costs |
Course Delivery Information
|
| Academic year 2024/25, Not available to visiting students (SS1)
|
Quota: 0 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 44,
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
348 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
¿¿Assessment 1: Each student will identify an area of change within their current or previous setting and offer a critical review. This will include an analysis of how the area/issue for change was identified and the steps taken to plan and implement the change. Discussion and analysis will be situated within current research literature on both organisational management and change and making links across other courses within the BA Childhood Practice (2,500 word essay). 50% of total marks.
Assessment 2: The assessment focuses on critically evaluating how an organisational or practice change has been implemented in students¿ work settings. The assessment is split into 2 parts. Part A - drawing on selected analytical frameworks, students will write an essay on how a specific change has been implemented in their work setting and evaluate how effective this process of change was. (1,500 words, 30% of total marks). Part B -Students will produce an A1 academic poster that disseminates their findings about how this change was enacted in their setting and their learning from this (20% of the total marks).¿¿ |
| Feedback |
¿¿¿Students have the opportunity to receive feedback on their essay plans through the course assessment workshop. ¿Formal written feedback will be given to each student on their assessments at the end of the course. This written feedback is based on a course-specific marking rubric. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- ¿Critically reflect and assess on their own practice in relation to relevant policies and legislation.¿
- Demonstrate understanding of the importance of establishing fair, respectful, trusting and constructive relationships with parents/carers and families, staff and other professionals.
- Employ a range of management tools to identify potential areas for change within their setting and devise a plan to implement these.¿
- Critically evaluate the process of change within their setting, linking this to current research literature, and communicate this effectively to a range of actors.
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Reading List
| https://eu01.alma.exlibrisgroup.com/leganto/readinglist/lists/43376425680002466 |
Additional Information
| Graduate Attributes and Skills |
This course enables students to achieve all of the University of Edinburgh graduate attribute skills:
A. Research and Enquiry
Graduates of the University will be able to create new knowledge and opportunities for learning through the process of research and enquiry. This may be understood in terms of the following:
¿ be able to identify, define and analyse problems and identify or create processes to solve them
¿ be able to exercise critical judgment in creating new understanding
¿ be ready to ask key questions and exercise rational enquiry
¿ be able to critically assess existing understanding and the limitations of their
own knowledge and recognise the need to regularly challenge all knowledge
- search for, evaluate and use information to develop their knowledge and
understanding
- have an informed respect for the principles, methods, standards, values and
boundaries of their discipline(s) and the capacity to question these
¿ understand economic, legal, social, cultural and environmental issues in the
use of information
¿ recognise the importance of reflecting on their learning experiences and be
aware of their own learning style
B. Personal and Intellectual Autonomy
Graduates of the University will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges. This may be understood in terms of the following:
¿ be open to new ideas, methods and ways of thinking
¿ be creative and imaginative thinkers
¿ be able to identify processes and strategies for learning
¿ be independent learners who take responsibility for their own learning, and
are committed to continuous reflection, self-evaluation and self-improvement
¿ be able to make decisions on the basis of rigorous and independent thought,
taking into account ethical and professional issues
¿ be able to use collaboration and debate effectively to test, modify and
strengthen their own views
¿ be intellectually curious and able to sustain intellectual interest
¿ be able to respond effectively to unfamiliar problems in unfamiliar contexts
¿ have a personal vision and goals and be able to work towards these in a
sustainable way
C. Communication
Graduates of the University will recognise and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering their own learning. This may be understood in terms of the following:
¿ make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
¿ use communication as a tool for collaborating and relating to others
¿ further their own learning through effective use of the full range of
communication approaches
¿ seek and value open feedback to inform genuine self-awareness
¿ recognise the benefits of communicating with those beyond their immediate
environments
¿ use effective communication to articulate their skills as identified through self-
reflection
D. Personal Effectiveness
Graduates of the University will be able to effect change and be responsive to the situations and environments in which they operate. This may be understood in terms of the following:
¿ appreciate and use talents constructively
¿ be able to create and harness opportunities
¿ be able to manage risk while initiating and managing change
¿ be responsive to their changing surroundings, being both flexible and
proactive
¿ have the confidence to make decisions based on their understandings and
their personal and intellectual autonomy
¿ be able to flexibly transfer their knowledge, learning, skills and abilities from
one context to another
¿ understand social, cultural, global and environmental responsibilities and
issues
¿ be able to work effectively with others, capitalising on their different thinking,
experience and skills
¿ work with, manage, and lead others in ways that value their diversity and
equality and that encourage their contribution to the organisation and the wider community |
| Additional Class Delivery Information |
10 x 2 hours per week workshop, lecture or tutorial and 1 x reading week problem solving activities. |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Elizabeth Latto
Tel:
Email: Liz.Latto@ed.ac.uk |
Course secretary | Miss Gabriella Szel
Tel: (0131 6)51 4906
Email: Gabriella.Szel@ed.ac.uk |
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