MSc Education
EDUC6349
Management in Education Organisations
M&L Pathway Module 2
Session 6:
Part 1 Lecture: Assessment Guidance
Part 2 Seminars
Module lead: Dr Maria Kaparou
M.Kaparou@soton.ac.uk
Southampton Education School
14/05/2024 Lecture Session starts at 13:00 Location: SJM 135/2007 LT 1
Session overview
Part 1 (Lecture 13:00-15:00):
▪ Assessment Guidance and Generic QAs about Assessment
Lecture Lead: Dr Maria Kaparou
Part 2 (Seminar 15:30-17:00):
• Part I: Assignment Questions on students’ topics (30mins)
• Part II: Seminar Group Activities (1 hour)
Seminar Leads: All Tutors
Students should check their Timetable to see which Seminar Group they
should join.
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3Assessment Guidance and Support
As part of formative assessment, we are providing a 2-hour session focused on Assessment
guidance and support.
Tutors will respond to your generic and more specific questions on assessment in session 6.
In the first part of the session (Lecture) you will get detailed guidance on EDUC6349
assessment, followed the brief guidance in session 1.
Tutors will respond to generic questions as well as we will discuss the example essays (see
module information> Assessment/ exemplar assignments)
In the second part of session 6, students will have an opportunity to discuss their essay
outline/ Questions with tutors.
Students can be guided and advised on their choice of assignment.
4 Assessment support preparation
1.Look at the Assessment Guidance slides (session 6 Course content) to become aware of
assessment expectations, criteria etc
2. Make sure that you have engaged with some key literature on your essay topic before
session 6.
This will help you come up with some key ideas regarding the essay purpose/ draft
outline / questions
As prep for session 6, make sure that you work on a draft outline of your essay topic to
discuss in the seminar.
You are encouraged to look at the Exemplar essays ahead of session 6.
We will discuss the positive features of former students' submitted work as well as the
key areas of development.
519/03/2024
Session starts at 13:00
Location: SJM 135 / 2007 LT 1
EDUC6349 Week 1
Management Theories and Organisational Structures
Session Lead: Dr Maria Kaparou
with the support of Tutors: Dr Vivienne Rwang, Ruth Luzmore, Yanan Zeng
26/03/2024
Session starts at 13:00
Location: SJM 135 / 2007 LT 1
EDUC6349 Week 2
Decision-making and Organisational Strategy
Session Lead: Dr Maria Kaparou
with the support of Tutors: Dr Vivienne Rwang, Yanan Zeng
23/04/2024
Session starts at 13:00
Location: SJM 135 / 2007 LT 1
EDUC6349 Week 3
Managing Professional Development in Educational Organisations
Session Lead: Dr Gary Morris
with the support of Tutors: Dr Vivienne Rwang, Yanan Zeng
30/04/2024
Session starts at 13:00
Location: SJM 135 / 2007 LT 1
EDUC6349 Week 4
Professional Learning Networks and Learning Conversations
Session Lead: Prof. Chris Brown
with the support of Tutors: Dr Vivienne Rwang, Ruth Luzmore, Yanan Zeng
07/05/2024
Session starts at 13:00
Location: SJM 135 / 2007 LT 1
EDUC6349 Week 5
Professional Learning Community: Development, Management and Effectiveness
Session Lead: Dr Henry Koge
with the support of Tutors: Dr Vivienne Rwang, Yanan Zeng
14/05/2024
Session starts at 13:00
Location: SJM 135 / 2007 LT 1
EDUC6349 Week 6
Lecture (Session Lead: Dr Maria Kaparou)
Assessment Guidance and Generic QAs about Assessment
Followed by Seminars (Leads: All Tutors)
• Assignment Questions on students’ topics
• Seminar Group Activities
Additional information will be given to students/ Check session 6> Course content
Learning Outcomes
By the end of this module, you will be expected to:
• Demonstrate knowledge and understanding of the core principles of management theories and research in education
organisations (LO1);
• Critically engage with and assess relevant research and theoretical literature in the areas discussed in the module
(LO2);
• Demonstrate understanding of the characteristics of Professional Learning Communities [PLC], and examine challenges
associated with the development, management, and effectiveness of a PLC (LO3);
• Develop an understanding of the importance of collaborative approaches to developing new policies and become
familiar with the concept of Professional Learning Networks and their relationship to Professional Learning Communities
(LO4);
• Gain knowledge and understanding of Continuing Professional Development (CPD) and the management issues
relating to it, whilst you appreciate how coaching and mentoring support professional development (LO5);
• Locate and synthesize information from a range of academic theoretical and empirical literature and related policies
(LO6);
• Critically reflect on management practices, making links to the module content, your own work skills, practices, and
development (LO7);
• Appreciate the role of organisational structures and strategies and critically examine the application of decision-
making processes and their influence on the management of education organisations (LO8);
• Examine the applicability of core management practices to educational institutions (LO9);
• Organise and articulate a line of argument in written and oral forms (LO10).
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Module Assessment guidance:
Essay requirements and guidelines!
Assessment Formative support & further guidance in the
Lecture and Seminar of session 6
Module assessment requirements
The assessment for this module consists of one element:
▪ Write a 4000-word assignment on a topic related to the
Management of Education Organisations wherein you will
be expected to examine critically the theoretical, empirical
and professional literature in the area.
The word limit is exclusive of references, title page or any appendices.
This assessment is worth 100% of the module mark.
▪ EDUC6349 Assessment submission: 29/05/2024
▪ Assessment return : 26/06/24
What is the purpose of the individual essay?
Identify & Explore; Summarize effectively
…expected to demonstrate knowledge and understanding of the relevant
theories and/or concepts in the discussion area(s).
…should show a developed ability to analyse and synthesise literature based
data derived from different sources (academic materials, relevant policy,
newspaper/magazine/media coverage, as necessary), following a process of
a critical dialogue with the topic.
The assignment should show good subject knowledge, drawing on a wide range of
national and/or international sources –e.g. theoretical & empirical evidence, policy-
to construct well-reasoned arguments.
Evaluate & Reflect
….arbitrate between different positions.
…and reflect on whether and how relevant concepts are applied in practice
within specific contexts. An efficient level of critical evaluation and
reflection is required. (see Blackboard> Module Information> Learning Outcomes)
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Structuring
your
assignment
Assignment structure and guidelines (1/4)
Essay topic: You should come up with a topic related to an
area covered in this module or it can be based on a different
area of educational management which interests you.
Introduction (approx.600words):
➢ Introduction to the topic
➢Provide background; build your rationale (Why is this topic
important?)
➢Put it in a particular context (if appropriate)
➢Policy context
➢Purpose of the assignment; state your research question(s)
(if appropriate)
Main Body (approx. 3000 words):
➢Explain the literature search strategy/ approach
➢Unpack the topic
➢Thematic critical review of the literature
➢Are the different positions in the literature? Critique?
➢Support your ideas with examples and illustrations drawn
from empirical studies, conceptual writing and
professional literature.
➢Use a combination of direct quotations from empirical
and theoretical evidence as well as paraphrasing 12
Assignment structure and guidelines
Conclusion (approx. 400 words):
➢Summarize the main ideas, linked to your
topic; comment on the topic, indicating the
wider Implications; recommendations
References (see next slide)
ACADEMIC INTEGRITY reminder by Dr Neta Shaby
Harvard System of Referencing
THE REFERENCE LIST
For journal articles:
Muijs, D. and Harris, A. (2006) Teacher led school improvement:
Teacher leadership in the UK. Teaching and Teacher Education, 22,
8, 961-972.
For books:
Bush, T., Bell, L. and Middlewood, D. (2010) The Principles of
Educational Leadership & Management, 2nd edn, London: SAGE.
For book chapters:
Dimmock, C. and Walker, A. (2002) School leadership in context- Societal
and organisational cultures. In: Bush, T. and Bell, L. (Eds) The Principles
and Practice of Educational Management. London: SAGE,70-85.
14
Components of a good assignment
▪ It demonstrates good theoretical and empirical knowledge and
understanding of concepts related to the topic
▪ It analyses and synthesizes empirical and theoretical data
derived from different sources
▪ It includes a critical review of the literature (critique, compare
and contrast views)
▪ Clear and explicit structure; points expressed with fluency;
consistent referencing conventions
▪ Conclusions should be related to your discussion
▪ It includes a List of References (alphabetical)
▪ It has 4,000 words
▪ Meet EDUC6349 Assessment Submission Deadline
What is the purpose?
But, EVALUATE, ANALYSE, CRITIQUE the
existing literature!
What will help you come up with a topic/
construct your own research question
➢Title of your course/ module?
➢Your interests? Your scholarship provider’s interest?
➢Make it manageable, feasible: Consider the limitations of
time
➢Topic: Area of interest, context -e.g. type of organisation,
level (school, University), country- research approach
Where to start…
1.What is your area of interest within the scope of this
assignment?
2. What’s your rationale?
3. What is the purpose of the essay/ Identify potential
questions (if necessary)
4. Review the purpose/questions in terms of :
– The Scope of the essay: How broad or narrow is it?
– Practicalities: Is it ‘researchable’?
– Relevance: How relevant is my topic to what I was meant to
do?
– Interest: Does this topic interest me?
19
Potential topics
One of the topics discussed in class
OR maybe another area related to management:
For example…
• Is good management the solution to a failing school?
• Do school heads need to do management in order to improve their
school’s performance?
• Management models and centralisation/ decentralisation
• Bureaucratic forms of management and its effect on teachers..
• Professional Learning Networks
• Managing conflict
• Management and Decision making
• HRM in Higher Education Institutions
• Decision making and planning for organisational change
• Continuing Professional Development in Chinese schools
• Managing Professional Development in education organisations
ANY THOUGHTS ABOUT YOUR TOPIC?
Reviewing the literature
Once you have identified the purpose of your
assignment, your next step is to search the existing
literature and write a literature review
Types and quality of sources
▪ What kinds of documents or information can
be considered as a source of evidence?
▪ How do you know whether the source is
trustworthy?
21
Identify appropriate
LITERATURE SOURCES
Types of Literature:
▪Empirical (other research
studies- usually through
journals)
▪Theoretical (theory –
usually via books)
▪Professional literature
(best practice or guidance)
‘You have to use a wide range of relevant [and up-to-date]
sources, show that you understand them, interrogate
them critically and employ them to support the
arguments you are making. […] Do not rely on one text,
but there might be a seminal work that you have to refer
to a number of times. ’
(Middlewood and Abbott, 2012: 32)
Analysis and critique at the heart of what you are doing!
Wide range …
▪ Books
lots of information
▪ Journals
Up to date, peer review
▪ Reports published by
sponsors/funders
▪ Web-based material
Easy & quick google search
▪ Conference
Proceedings
▪ Magazines
Attractive source of information
BUT CHECK
date of publication,
the author(s), relevance to
your topic
its credibility
(who has written the
article/report;
in which website,
why?)
the nature & purpose of
the magazine (Choose
selected ones, e.g., National
Geographic, Time, NOT tabloids!!!)
Source: Adapted from Wray, D. (2010) ‘Reviewing the literature’ , in Warwick Young Researchers’
Programme Student Toolkit, The University of Warwick, pp.21-29.
Identify the relevant sources
▪ Searching library catalogues
▪ Keyword searches in electronic journals and other
databases
Use resources effectively
▪ Look over the abstract and skim the
article or chapter.
Does it make a useful contribution
to your understanding of the literature?
Look for up-to-date sources
How to organise note taking when reading books/
articles…
Citation Relevant to RQ Key
Finding
Research
Approach&Me
thods
Sample Star rating Comments
Author,
date,
article
title,
journal
name,
volume,
pages
…relate to your
own research
As relevant
to your
research
What kind of
research
was it? What
methods
used?
Who was
involved?
How was
the
sampling
chosen?
1-
interesting
for
background
2- makes
good point
3- especially
relevant to
hypothesis
Your
reflection or
anything else
you want to
add for quick
reference
later
THEMES!
Source: Adapted from Lawson, A. (2007) ‘Tool-kit 5: What to do with the results of your literature search’, in
NFER Practical research for education, Vol.38, October 2007, pp.6-9.
HOW MANY REFERENCES ARE NEEDED?
Weighing up the evidence from Price, G. & Maier, P.
(2007) Effective Study Skills.
Pearson Education
Your questions Evidence from the text
Who is the author’s audience?
What are the central claims / arguments of the
text?
What is the main evidence?
Give examples of how this is substantiated
What assumptions lie behind the evidence or
arguments?
Is adequate proof provided and backed up with
examples of evidence?
What are the general weaknesses of the threads
of the argument / evidence?
What are the general strengths of the threads of
the argument / evidence?
(If possible) give examples of what other leading
authors have to say on the same subject 27
Write thematically
Ask yourself: What are the main aspects/ features/ types?
Could these become a theme?
Instead of writing author-by-author, write theme-by-theme,
including points from all the sources, both empirical and
conceptual
Make sure your themes correspond to the essay purpose
/ research questions
Criticality
▪ Present opposing views as evidence of critical analysis,
synthesis and evaluation of the existing literature
▪ Synthesize the literature (do not treat your sources one at a
time, but compare and contrast sources)
▪ Line of argument derived from multiple sources
▪ Reflection is required
▪ Make better use of your voice in order to create a more critical
dialogue with the topic
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Adopt a critical approach
… …by questioning:
1. the material
▪Does it support or differ from the other material you have consulted?
▪Are there any recurring themes and findings?
▪Are there any connections to other work?
▪What perspectives is it written from?(e.g. for governmental official
publication
▪Are there alternative viewpoints from other organisations?
2. the methods used
▪What are the strengths and weaknesses of the approach they have
identified?
▪Was the sampling strategy appropriate?
▪Has the author arrived at his/her findings?
Other important questions to ask whilst reading…
1. What does the literature (research and theory) say about this
area?
2. What concepts and theories are relevant to your topic?
3. What is the history, chronological development, of the topic?
4. How has the topic or problem been framed?
5. What research methods have been employed?
6. Are there any significant similarities and controversies/
agreements and disagreements between researchers/theorists?
(Sources: Middlewood and Abbott, 2012; Bryman, 2008)
TIPS and marker’s points
*Structure and presentation: make it coherent!
The use of headings and sub-headings based on a thematic
structure will ensure coherence.
*Make sure that your structure is well developed and your
headings reflect what the discussion is about.
*Explanations should be sufficiently clear and well reasoned.
*Example of marker’s comments:
Your main line of argument is not clearly stated.
Avoid descriptive writing
32
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Extra resources to support you
working on your assignment:
Exemplar assignments
are available on BB >
Module information
Students are encouraged to look at the EXEMPLAR ASSIGNMENTS
attached, ahead of Session 6
There will be a brief discussion using the exemplar assignments.
You must not plagiarise from the exemplar assignments!
Sum up:
What does a good literature review look like?
▪ Provide a critical review of relevant literature
critique, compare & contrast views
What does it add to your argument?
▪ Link your readings to your research question(s)
▪ Write thematically (not author-by-author) presenting a range of
perspectives
▪ Use quotations to justify what is written
▪ Synthesis, Analysis, Evaluation ….are the key words!
Interesting to watch (Critical Thinking):
http://www.raiseonlinetraining.co.uk/videos/critical-thinking/
35
Grading Guidance:
MSc Assessment Rubric for Masters level
Proper
Planning
PreventsPoor
Performan
ce
▪ Start early
▪ Be organised
• Keep reminding to
yourself the purpose of
your assignment
▪ Making and using time
– How many hours of
work do you have?
– How many words?
▪ Writing style - target
reader
▪ Be persuasive, realistic
▪ Create enough time for
your writing up
▪ Don’t put it off. Deadline!
Markers want to see that you have gone on a journey of
exploration into an interesting world and at the end have
come out with something worthwhile that has changed
your thinking and will hopefully challenge theirs.
(Bryman, 2008, p.662)
Bryman, A. (2008) Social Research Methods,
New York: Oxford University Press.
SEMINARS!
There are 5 seminar groups (SG) which will be led by the module tutors.
▪ Please check Sussed Timetable to check which group you are expected to
attend in the seminar part of session 6
▪ SG1 Maria SJM 135 / 2063/2065 Seminar Room accommodates 60 people- Maria with
the support of Yanan
SG2 Gary SJM 135 / 1073
SG3 Chris SJM 135 / 1029 – Chris with the support of Ruth
SG4 Henry SJM 135 / 6031
SG5 Vivienne
SJM 135 / 6027
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Seminar Part I (30 mins):
Assignment Questions on students’
topics
39
Students should check their Timetable to see
which Seminar Group they should join.
Seminar Part II (1 hour):
Seminar Group Activities
Seminars
See details on BB
Seminar Leads: All Tutors