MANAGING ORGANISATIONAL CHANGE
Credit points: 15
Organisations are under pressure to change. The need for flexibility, team work, customisation and problem solving in the work context has created a need for understanding how organisations change and the way that change is managed. In this subject students will focus on educational organisations and how they are responding to social, economic and political change. The focus is on the key stakeholders, management and workers, and the way that organisational change impacts on their life and work in the organisation. Students will be introduced to change management theories, especially those relevant to educational organisations and apply the theoretical knowledge to their experiences and practices. The common focus is on how people might be enabled to deal with such changes. Recent case studies of workers whose institutions are changing are considered, together with practical strategies for the development of practical management skills.
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||Achieving organisational change through values alignment||Recommended||Branson, C. (2008)||JOURNAL OF EDUCATIONAL ADMINISTRATION, 46(3), 376-395|
|Readings||Distributed leadership and organizational change: Reviewing the evidence.||Recommended||Harris, A., Leithwood, K., Day, C.,Sammons, P., & Hopkins, D. (2007)||JOURNAL OF EDUCATIONAL CHANGE, 8, 337-347.|
|Readings||Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity||Recommended||Hargreaves, A. & Goodson, I. (2006)||EDUCATIONAL ADMINISTRATION QUARTERLY 42(1), 3-41|
|Readings||Elephants and fleas? Is your organization prepared for change?||Recommended||Handy, C. (2002)||FROM HTTP://LEADERTOLEADER.ORG/KNOWLEDGECENTRE/JOURNAL.ASPX?ARTICLEID=119|
|Readings||Inclusive and exclusive educational change: Emotional responses of teachers and implications for leadership||Recommended||Hargreaves, A.(2004)||SCHOOL LEADERSHIP AND MANAGEMENT 24(2), 287-309|
|Readings||Organisational change management: A critical review||Recommended||By, R. (2005)||JOURNAL OF CHANGE MANAGEMENT, 5(4) 369-380.|
|Readings||Should educational leadership focus on best practices or next practices?||Recommended||Leithwood, K.(2008)||JOURNAL OF EDUCATIONAL CHANGE, 9, 71-75.|
|Readings||Sustainable leadership in small rural schools: Selected Australian vignettes||Recommended||Clarke, S. & Stevens, E. (2009)||JOURNAL OF EDUCATIONAL CHANGE, 10, 277-293|
|Readings||The Heart of Change||Recommended||Kotter, J. & Cohen, S. (2002)||HARVARD BUSINESS SCHOOL PRESS PP1-14|
|Readings||The impact of workplace remodelling on change management and working practices in English primary schools.||Recommended||Hammersley-Fletcher, L. (2008)||SCHOOL LEADERSHIP AND MANAGEMENT, 28(5), 489-503.|
Graduate capabilities & intended learning outcomes
01. Examine the process of organisational change from broad social and economic perspectives.
02. Demonstrate an understanding of workplace learning and the politics of practice and how these shape organisational change.
03. Critically evaluate organisational learning as a way to manage change.
04. Recognise and analyse common strategies for change seen in managers and staff during organisational change.
05. Demonstrate strategies to lead and manage in a rapidly changing environment.
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Melbourne, 2018, Week 20-21, Day
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorMartha Kamara
Four 7.0 hours workshop per study period and delivered via face-to-face.
|Assessment Task 1 Case Analysis (2000 words equiv)||A high level of analytical depth is required.||40||01, 02, 03, 04, 05|
|Assessment Task 2 Workplace Change Plan (3000 words equiv)||60||01, 02, 03, 04, 05|