Outline

Overview

Institutions throughout most parts of the world are confronted by a period of rapid and dramatic change. The external demands placed upon them to change and improve are considerable. The key elements of leadership, vision and mission and their relationships to the development of a unique organisational culture are essential ingredients for organisational effectiveness, excellence and continuous improvement. This core unit focuses upon the internal and external forces that influence the culture of a variety of organisations and uses the competing theories and alternative approaches to management development.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Christine Grice, christine.grice@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Report Report: leading change	30%	Week 04 Due date: 19 Mar 2020 at 23:00 Closing date: 02 Apr 2020	2000 words
Outcomes assessed:
Assignment	Case Study Case study analysis	60%	Week 11 Due date: 14 May 2020 at 23:00 Closing date: 28 May 2020	3000 words
Outcomes assessed:
Online task	Research to Practice Write four online posts connecting research and practice (250 words each)	10%	Week 12 Due date: 21 May 2020 at 23:00 Closing date: 05 Jun 2020	1000 words - toward assignment 1
Outcomes assessed:

Assessment summary

Assignment 1: Report: Prepare a 1000 word report for an educational organisation or school about leading change. Suggest ways in which obstacle to leading organisational change in the organisation can be best tackled. Use relevant literature, research and examples in practice in your analysis. Your 1000 word research to practice task forms part of your overall grade for Assignment 1.
Assignment 2 Case Study: Write a case study about an organisational change effort in an organisation with which you are familiar. Briefly describe the intended change and its rationale. Outline the methodology you would use if you were to conduct the research. Outline the potential impact that the change could have upon the culture of the organisation or work-group affected and how you could evaluate the way in which the change was conceived, planned and implemented. Refer to the organisational culture and change literature in your case study.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical and original. Impressive and original depth of understanding of the content and discipline is displayed. Information is gathered from a wide range of current & relevant sources beyond the core materials. Superior clarity in written presentation and expression with attention to detail in all aspects evident. Persuasively articulates argument displaying clear focus & academic rigour. Respectful of diverse backgrounds & experiences. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Scholarly critique of academic literature. Generates, develops, uses and justifies own ideas or original concepts based on a wide range of academic sources. Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times. Critical assessment and analysis of the relationship between theory, research and practice. Possible insightful and/or original deployments of theory or theoretical concepts. Implications for personal and professional practice are carefully considered and explored. Work potentially worth dissemination and/or postgraduate study.
Distinction	75 - 84	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent and logical. Thorough and comprehensive understanding of the content and/or discipline gathered from a wide range of current & relevant sources beyond the core materials. Fluent and succinct communication style appropriate to the assessment task. Grammar, spelling, use of language and punctuation is appropriate and accurate. Communicates effectively using a variety of relevant, imaginative, fluent and professional presentation styles and communication methods. Evidence of deep reflection on the presentation. Respectful of diverse backgrounds & experiences. Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications. Scholarly critique of the literature using a variety of relevant sources to develop own ideas. Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times. Insightful critique or consideration of relationship between theory, research and practice. Personal/professional implications for practice considered.
Credit	65 - 74	Strong organizational & conceptual skills and evidence that the task is logical and coherent. Considers topics and issues in the broader disciplinary context. Evidence of having read current and relevant sources beyond the core materials. Communication is mainly clear, fluent and appropriate to document. Grammar, spelling, use of language and punctuation is accurate. Uses a variety of discipline appropriate formats to communicate confidently & effectively. Evidence of reflection on the presentation. Demonstrates sensitivity to diverse backgrounds & experiences. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Substantial critical appraisal of the relevant literature to develop own ideas. Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations. Critical or evaluative discussion/thinking about links between theory, research and practice.
Pass	50 - 64	Demonstrates task organization and conceptual understanding in a style which is mostly logical and coherent. Clear understanding of topic. Demonstrates understanding of materials presented in core texts and readings. Communication is appropriate to the assessment task and is mostly fluent and clear. Grammar, spelling, use of language and punctuation mostly accurate. Communicates competently in a variety of formats appropriate to the discipline and report procedures in a structured manner using relevant information. Evidence of sensitivity to diverse backgrounds & experiences. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Evidence of critical appraisal of literature, with a recognition of different perspectives. Uses APA referencing style with minimal errors. Effective use of relevant quotations. Beginning to develop critical reflection and analysis of practice through theory and research. Relevant concepts etc applied in a generally appropriate and thoughtful way. Adequate attendance and participation in forums that meets stated criteria.
Fail	0 - 49	Communication is unstructured and unfocused and/or in a format inappropriate to the discipline. Not all material is relevant and/or is difficult to understand. May be evidence of insensitivity to diverse backgrounds & experiences. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Literature is presented uncritically and in a purely descriptive way. Many errors or no use of APA conventions in referencing. Fails to meet University’s academic honesty policy. Very little or no consideration of the relationships between theory, research and practice. Inadequate attendance or participation in online forums that does not meet stated criteria. When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Module 1: Organisational change; Session 1: Understanding organisational change	Seminar (2 hr)
Week 02	Module 1: Organisational change; Session 2: Organisational change in practice	Seminar (2 hr)
Week 03	Module 1: Organisational change; Session 3: Challenges and processes of organisational change	Seminar (2 hr)
Week 04	Module 2: Organisational culture; Session 4: Micropolitics of organisational culture	Seminar (2 hr)
Week 05	Module 2: Organisational culture; Session 5: The role of the change agent	Seminar (2 hr)
Week 06	Module 2: Organisational culture; Session 6: The introduction of data infrastructure and AI	Seminar (2 hr)
Week 07	Module 3: Organisational transformation; Session 7: Organisational culture of schools	Seminar (2 hr)
Week 08	Module 3: Organisational transformation; Session 8: Transforming organisations and schools	Seminar (2 hr)
Week 09	Module 3: Organisational transformation; Session 9: Cultural change in educational organisations	Seminar (2 hr)
Week 10	Module 4: The ethics of organisational culture and change; Session 10: Gender culture in educational organisations	Seminar (2 hr)
Week 11	Module 4: The ethics of organisational culture and change; Session 11: Cultural inclusivity and diversity	Seminar (2 hr)
Week 12	Module 4: The ethics of organisational culture and change; Session 12: The role of trust in cultural change	Seminar (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate an in-depth understanding of change processes and their impact upon leaders in schools and other educational organisations
LO2. Demonstrate a capacity to analyse and critically evaluate theories of organisational culture and change.
LO3. Critically analyse how organisational cultures may develop, be created, changed or disrupted and transformed.
LO4. Apply ethical principles to organisational culture and change issues.
LO5. Write and evaluate a case study about leading organisational change in an educational setting.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.1.4. (Lead) Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. 2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. 3.2.4. (Lead) Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. 3.3.4. (Lead) Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem-solving, and critical and creative thinking. 7.2.4. (Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. 1.3.4. (Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.5.4. (Lead) Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. 1.6.4. (Lead) Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies. 2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. 2.5.4. (Lead) Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research-based knowledge and student data. 3.1.4. (Lead) Demonstrate exemplary practice and high expectations, and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.3.4. (Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.6.4. (Lead) Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 4.1.4. (Lead) Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students. 4.4.4. (Lead) Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices. 4.5.4. (Lead) Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes

Additional information

More information can be found on Canvas.

Additional costs

There are no additional costs for this unit.

Site visit guidelines

There are no site visit guidelines for this unit.

Work, health and safety

There are no specific WHS requirements for this unit.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDPA5011: Organisational Culture and Change

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect