School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Leading Community EngagementUnit Code
EPA5158Year
2016Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit examines the role educational leaders play in building coalitions with parent and community groups, the promotion of diversity and social inclusion in partnerships with other education and training providers and reputation management. The unit focuses on strategic approaches to the role of educational community interest groups, learning communities and the development and maintenance of educational institution image.
Non Standard Timetable Requirements
Summer school intensive delivery in 2014.
Equivalent Rule
Unit was previously coded EPA4158, EPA6158
Learning Outcomes
On completion of this unit students should be able to:
- Analyse the role of partnerships other education and training providers play in building community perception of an educational institution.
- Critically discuss the importance of adopting a strategic approach to building and maintaining an educational institution's reputation and image within the host community.
- Design and develop strategies to actively engage the community in the agenda of the educational institution.
Unit Content
- Module One: Working with educational institution and community interest groups. Identifying educational institution and community interest groups. The roles of educational institution community interest groups. Regulatory frameworks.
- Module Three: Building educational institution image and reputation. Public relations and marketing. Issues of quality and reputation. Strategic approaches to maintaining image and reputation.
- Module Two: Building partnerships with education and training providers. Defining partnerships. The roles of education and training providers. Learning communities.
Additional Learning Experience Information
Lectures, workshops and online support.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Assignment One | 50% |
| Assignment | Assignment Two | 50% |
Text References
- Foskett, N. & Hemsley-Brown, J. (1999) Communicating the organisation In Managing external relations in schools and colleges pp. 215-223
- Daft, R. & Pirola-Merlo, A. (2009). Leadership Communication (pp. 266-300) In The Leadership Experience Asia-Pacific Edition
- Cain, T. (2000). Reputation Management Independent (Autumn) pp. 48-50
- Scearce, D., & Fulton, K. (2004). Scenario thinking defined. In What if? The art of scenario thinking for nonprofits. Global Business Networks.
- Myers, T. (2003). Marketing for better schools: The three Rs of educational marketing: relationships, relationships, relationships. Sydney: Catholic Education Office.
- Walker, A., & Dimmock, C. (2002). School leadership and administration: Adopting a cultural perspective (pp. 18-32). New York: Routledge Falmer.
- Hargreaves, A. (2009) The Fourth Way of Educational Reform ACEL Monograph Series No 45, September 2009.
- Hord, S. & Sommers, W. (2008). Why Leadership? Leadership imperatives for professional learning communities (chapter 2). In Leading Professional Learning Communities: Voices from research and practice, New York: Corwin Press.
- Smith, L. & Riley, D. (2010). "Marketing your school"l. In L. Smith & D. Riley, The Business of School Leadership: a practical guide to managing the business dimension of schools (pp. 63-78) Australia: ACER Press.
Website References
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
EPA5158|1|1
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Leading Community EngagementUnit Code
EPA5158Year
2016Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit examines the role educational leaders play in building coalitions with parent and community groups, the promotion of diversity and social inclusion in partnerships with other education and training providers and reputation management. The unit focuses on strategic approaches to the role of educational community interest groups, learning communities and the development and maintenance of educational institution image.
Non Standard Timetable Requirements
Summer school intensive delivery in 2014.
Equivalent Rule
Unit was previously coded EPA4158, EPA6158
Learning Outcomes
On completion of this unit students should be able to:
- Analyse the role of partnerships other education and training providers play in building community perception of an educational institution.
- Critically discuss the importance of adopting a strategic approach to building and maintaining an educational institution's reputation and image within the host community.
- Design and develop strategies to actively engage the community in the agenda of the educational institution.
Unit Content
- Module One: Working with educational institution and community interest groups. Identifying educational institution and community interest groups. The roles of educational institution community interest groups. Regulatory frameworks.
- Module Three: Building educational institution image and reputation. Public relations and marketing. Issues of quality and reputation. Strategic approaches to maintaining image and reputation.
- Module Two: Building partnerships with education and training providers. Defining partnerships. The roles of education and training providers. Learning communities.
Additional Learning Experience Information
Lectures, workshops and online support.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Assignment One | 50% |
| Assignment | Assignment Two | 50% |
Text References
- Foskett, N. & Hemsley-Brown, J. (1999) Communicating the organisation In Managing external relations in schools and colleges pp. 215-223
- Daft, R. & Pirola-Merlo, A. (2009). Leadership Communication (pp. 266-300) In The Leadership Experience Asia-Pacific Edition
- Cain, T. (2000). Reputation Management Independent (Autumn) pp. 48-50
- Scearce, D., & Fulton, K. (2004). Scenario thinking defined. In What if? The art of scenario thinking for nonprofits. Global Business Networks.
- Myers, T. (2003). Marketing for better schools: The three Rs of educational marketing: relationships, relationships, relationships. Sydney: Catholic Education Office.
- Walker, A., & Dimmock, C. (2002). School leadership and administration: Adopting a cultural perspective (pp. 18-32). New York: Routledge Falmer.
- Hargreaves, A. (2009) The Fourth Way of Educational Reform ACEL Monograph Series No 45, September 2009.
- Hord, S. & Sommers, W. (2008). Why Leadership? Leadership imperatives for professional learning communities (chapter 2). In Leading Professional Learning Communities: Voices from research and practice, New York: Corwin Press.
- Smith, L. & Riley, D. (2010). "Marketing your school"l. In L. Smith & D. Riley, The Business of School Leadership: a practical guide to managing the business dimension of schools (pp. 63-78) Australia: ACER Press.
Website References
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
EPA5158|1|2
