LEADERSHIP, DIVERSITY AND INCLUSION
Credit points: 15
This subject introduces students to some of the major issues that dominate today's thinking about organisational leadership. It provides students an opportunity to explore and critique the need for leaders in education and other organisations to implement suitable leadership strategies and approaches that will effectively respond to the diverse management and leadership needs of today's complex and culturally diverse organisations. Participants examine the context of the changing demographics of today's organisation and the eminence of globalisation, along with the need for paradigmatic-shift in conventional leadership mindsets and practices towards diversity and inclusion. Relevant theories of diversity and inclusion are investigated including: theory of equity and attribution, as they relate to ethnicity, race, religion, gender, sexuality and age. Students will demonstrate a fact-based understanding of existing case studies and models of best leadership practices, and a critical awareness of relevant factors influencing leadership effectiveness.
SchoolSchool of Education
Subject Co-ordinatorMartha Kamara
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||Cultural diversity, liberal pluralism and schools||Recommended||Burtonwood, N. (2006)||ROUTELEDGE|
|Readings||Culturally proficient Leadership: The personal journey begins within||Recommended||Terrel, R., & Lindsey, R. (2010)||THOUSAND OAKS|
|Readings||Handbook of workplace diversity||Recommended||Konrad, A., Prasad, P., & Pringle, J. (2006)||SAGE|
|Readings||Leadership: Understanding its global impact||Recommended||Daglish, C., & Miller, P. (2010)||THE UNIVERSITY PRESS, PRAHAN, VIC|
|Readings||The Oxford handbook of critical management studies||Recommended||Alvesson, M., Bridgeman, T., & Wilmot, H (Eds). (2011)||OXFORD UNIVERSITY PRESS|
|Readings||World class diversity management: A strategic approach||Recommended||Thomas, R. (2010)||BERRETT-KOEHLER|
Graduate capabilities & intended learning outcomes
01. Critically examine the terms: diversity and inclusion in historical context
- Pre workshop activity online reflecting on concepts Students are required to engage with video clips on line fucused on 'diversity' and respond in forum posts.
02. Identify key issues affecting diversity and inclusion in contemporary workforce with particular reference to education
- Theories of diversity and inclusion through readings and prepare for active participation in face-to-face workshops.
03. Identify contemporary leadership capabilities that contribute to good diversity and inclusive practices in education
- Engage with readings online with a focus on leadership attributes and current ideologies.Reflect on good leadership that contributes to managing diversity and inclusion in the workplace.
04. Develop a personal critical perspective on models of best leadership practices.
- Students engage with reading materials that enable them to critically analyse models of best practice.Use cross- cultural lens to discuss leadership approaches.This prepares students towards analytical writing.
05. Demonstrate awareness of the impacts of globalisation and the changing demographics in the workplace and how these relate to education
- Readings provided online to reflect on challenges of managing diversity in an educational context. National and global contexts are explored through discussions and students experiences from various regions.
06. Critique the theories of equity and attribution, as they relate to diversity and inclusion.
- Guest lecture - La Trobe university staff . Engage in class discussion with guest lecturer. group activity on drafting an equity audit
07. Critically examine how prevailing leadership practices respond to the situation nationally and in various international contexts, particularly the Asia-Pacific.
- Examine the Australian education landscape by engaging with case studies with specific reference to leadership roles towards inclusive education. Students are encouraged to engage with case studies prior to workshop. During the workshop, share insights on international experiences.
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Melbourne, 2018, Week 32-38, Day
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorMartha Kamara
Four 7.0 hours workshop per study period on weekdays during the day from week 32 to week 38 and delivered via face-to-face.
"Students are also expected to participate in weekly online learning activities such as forums."
|Individual Critical Review - 500 words||Active participation in group work develops students' capacity to engage with this task.||20||01, 02|
|Group Presentation - 1500 word equivalent 5minutes/member||Poster group presentation requires weekly active online group forums||20||01, 02, 03, 04, 05, 06, 07|
|Individual Major Essay 4,500 words||Ongoing scaffolding of the task through class discussions, online forums, and additional readings. Students are also encouraged to discuss draft papers in class with peers.||60||01, 02, 03, 04, 05, 06, 07|