edu5ldi leadership, diversty




Credit points: 15

Subject outline

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

Credit points15

Subject Co-ordinatorMartha Kamara

Available to Study Abroad StudentsYes

Subject year levelYear Level 5 - Masters

Exchange StudentsYes

Subject particulars

Subject rules



Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Learning resources


Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsCultural diversity, liberal pluralism and schoolsRecommendedBurtonwood, N. (2006)ROUTELEDGE
ReadingsCulturally proficient Leadership: The personal journey begins withinRecommendedTerrel, R., & Lindsey, R. (2010)THOUSAND OAKS
ReadingsManaging diversity: Towards a globally inclusive workplace (3rd ed.)RecommendedBarak, M. (2014)SAGE
ReadingsLeadership: Understanding its global impactRecommendedDaglish, C., & Miller, P. (2010)THE UNIVERSITY PRESS, PRAHAN, VIC
ReadingsThe Oxford handbook of critical management studiesRecommendedAlvesson, M., Bridgeman, T., & Wilmot, H (Eds). (2011)OXFORD UNIVERSITY PRESS
ReadingsWorld class diversity management: A strategic approachRecommendedThomas, R. (2010)BERRETT-KOEHLER
Discipline SpecificManaging diversity and inclusionRecommendedSyed J., & Ozbilgin, M. (Eds). (2015)SAGE

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.

Subject options

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Start date between: and    Key dates

Melbourne, 2019, Week 32-38, Day


Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorMartha Kamara

Class requirements

Lecture/WorkshopWeek: 32 - 32
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 32 to week 32 and delivered via face-to-face.
"Wednesday, August 7"

Lecture/WorkshopWeek: 34 - 34
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 34 to week 34 and delivered via face-to-face.
"Wednesday August 21"

Lecture/WorkshopWeek: 36 - 36
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 36 to week 36 and delivered via face-to-face.
"Wednesday September 4"

Lecture/WorkshopWeek: 38 - 38
One 8.0 hours lecture/workshop per study period on weekdays during the day from week 38 to week 38 and delivered via face-to-face.
"Wenesday September 18"

Unscheduled Online ClassWeek: 34 - 38
One 1.0 hours unscheduled online class per week on any day including weekend during the day from week 34 to week 38 and delivered via online.


Assessment elementComments%ILO*
1a. Individual Critical Review selected reading - 800 wordsIdentified readings on LMS Reading list require students to engage with the selected readings and critically review. .1501, 02
Poster Group Presentation - 2000 word equivalent 5minutes/memberPoster group presentation requires weekly active online group forums. Students identify a theme to develop and discuss for presentation.2001, 02, 03, 04, 05, 06, 07
Individual Major Essay 3500 wordsOngoing scaffolding of the task through class discussions, online forums, and additional readings. Students are also encouraged to discuss draft papers in class with peers.5001, 02, 03, 04, 05, 06, 07
1b. Individual reflection on group work 700 wordsEncourage students to fully participate in group work in order to write individual reflection.1502, 03, 04, 05