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Participants will explore national and global policy agendas on partnership in order to understand the role of leadership in creating and extending practice beyond organisational boundaries. Opportunities and challenges for, and consequences of, collaborative practices will be examined through policy, research and scholarly lenses and applied to participants' work contexts. The dynamic between networking and learning will be foregrounded to support the potential of multi-agency learning communities.
In the 21st century, incentives to collaborate have become increasing evident in social policy contexts, including in education. In this course, we explore why this is the case and how theory can help us to understand how to ensure our collaborations can make a real difference. Participants will gain a strong understanding of the impact of globalisation on local practice and why collaboration is offered up as a solution to complex problems of practice. The challenges of collaborative practice will be explored through research and theory. In the second half of the course, the role of, and approaches to, learning and leadership in creating and sustaining practice that reaches beyond organisational boundaries will be explored, and applied to participant’s professional contexts.
On successful completion of this course students will be able to:1. articulate policy agendas around networking, collaboration and partnership; 2. demonstrate understanding of bi-cultural partnership in Aotearoa New Zealand3. cultivate collective leadership beyond organizational boundaries4. identify the characteristics of effective learning communities5. articulate a process to build capacity for organisational learning6. formulate action plans for sustaining partnership through learning
Subject to approval from the Head of Department.
Kris LaVenia
Tufulasi Taleni
Assignment 1: 45% The first assignment is an essay focused on national policy for improvement in education or other social policy context. Course members may choose to either critique policy or published research on policy outcomes. In either case (i.e., policy critique or published research critique) the assessment requires critical analysis, evidence of understanding of partnership and collaboration, and personal reflection on both theoretical knowledge and professional capacity for networking.Assignment 2: 45%This assignment requires course members to undertake a structured assessment of your organisation’s capacity to act as a learning organisation that can respond to and thrive in the achievement of partnership aims. Course members will write a paper that identifies the limits and possibilities for learning and identifies implications for leaders in building capacity to achieve collaborative goals. Assessed forum participation: 10%There are two assessed forums. The intention is to demonstrate engagement and understanding of the course readings and foci as well as dialogue with members of our learning community. Each course member will offer an initial forum posting based on a specific topic. After this initial posting course members will engage in dialogue via the forum posts by responding to a colleague’s initial posting. This response post will offer reflection grounded in the course readings. Thus, forums in this course involve three steps: initial post from each course member based on a specific forum topic/question provided by the instructors; choice of a colleague’s post to respond to using the course readings; and a response post from each course member focused on a colleague’s initial post.
Domestic fee $2,046.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Educational Studies and Leadership .