014225 Leading Learning

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Professional Learning
Credit points: 6 cp
Result type: Grade, no marks

There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013225 Leading Learning

Description

The subject covers the complexities of leading learning and draws from a range of contemporary theories, beyond traditional leadership theories. Students have opportunities to explore leading practices in their own professional contexts, be it as a professional or a leader and engage with contemporary practice-based approaches to leading learning in a range of educational and learning contexts.

Subject learning objectives (SLOs)

a.	Analyse leading learning practices in students’ own professional context
b.	Critically reflect on the implications of students’ own investigations for contemporary leading learning practices
c.	Critically reflect on the implications of their investigations for students’ own leading learning practices
d.	Communicate using a range of appropriate genres and technologies

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Synthesise advanced knowledge of complex concepts to make research and theory informed judgements about a broad range of professional learning and / or leading practices (1.1)
Identify, critically analyse and act on evolving personalised learning goals relevant to professional contexts (1.4)
Apply research skills to investigate complex learning, leading or innovation practices (2.1)
Critically and creatively reflect on complex relationships between theory and professional practice using highly developed analytical skills (2.2)
Critically evaluate and apply sensitive and critical understanding of intercultural aspects of professional practice, and changes in local, national and global contexts (3.1)
Apply strong communication and interpersonal skills to engage diverse audiences around complex professional practice issues (6.1)

Teaching and learning strategies

Students are guided through a series of six online modules using a process of practice-based learning. Each module contains rich content that is organised around a series of topics and includes activities that help students engage with the content and undertake the practice–based tasks. Students engage interactively through online discussion boards, embedded comments, and concept-based activities that are scaffolded to carry out a leading practice project and analyse leading practices of a leader of learning.

This subject employs a practice-based learning approach, informed by ethical principles, in which students are supported and scaffolded to explore contemporary leading learning practices in real-time. By providing students with theoretical and methodological tools to examine leading learning practices, students gain insights into their own leading learning practices and those found more broadly across a range of contexts. Learning groups and other collaborative activities are key strategies for sharing their insights from different professional contexts and encouraging collaborative learning. Synchronous online seminars provide an opportunity to revise key concepts, further develop connections with other students, and to prepare for assessments. Students receive formative feedback on assignment tasks both from their lecturers and peers, including early formative feedback.

To ensure practice-relevant and authentic outcomes, teaching and learning strategies for this subject involve students customising learning to suit their professional practice context. This occurs through the Capability Wrap process. Students develop a Subject Learning Plan for each subject, as a way of customising assessments and their learning in the subject to their professional context. As a first step in this process, students must complete their Course Learning Plan and portfolio (Part A - if not previously completed) and their Subject Learning Plan (Part B) which are compulsory (non-graded) tasks and Minimum Requirements for this subject.

Students also complete a subject ‘wrap up’ on conclusion of the subject by reflecting on their learning in relation to their course and subject learning plans. This also contributes to the ongoing Capability Wrap process.

Content (topics)

This subject takes a practice view of leading, challenging traditional approaches to leadership that focus on the individual leader and is based on cutting-edge research that indicates leading is best conceived as occurring through webs of interaction. Students begin by defining key terms and interrogating their own assumptions about leadership before moving on to explore western biases in traditional leadership approaches. Practice approaches are used as a way in which to broaden conceptions of leadership. Building on this, student learning is structured around a subject-wide project that allows students to explore leading learning practices in their own professional context. Students then work with their peers to identify themes about leading learning in contemporary organisations. Students engage with practice approaches to leading, critiquing traditional approaches to leadership, methods for exploring leading learning practices in one’s own workplace, and the practices of leading learning in contemporary organisations now and in the future.

Assessment

Assessment task 1: Interview a leader of learning

Objective(s):

a and b

Weight:

15%

Length:

1,000 words (or equivalent)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a. Extent of identification of leading learning practices drawn from interview data	65	a, b	2.2
b. Comprehensiveness of the context statement	35	a, b	2.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Practices of leading learning

Objective(s):

b and d

Weight:

35%

Length:

Pre-recorded presentation of up to 10-minutes

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a. Clarity and depth of analysis and discussion of leading learning practices using TPA	40	b	1.1
b. Depth of analysis and discussion of how the arrangements and practice architectures enable and constrain the leading learning practices in this context	30	b	2.1
c. Critical and informed analysis of the cultural aspects of leading learning	20	b	3.1
d. Clarity of expression and logical structuring of presentation supported by appropriate literature	10	d	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Implications for professional practice

Objective(s):

c and d

Weight:

50%

Length:

2,000 words (or equivalent)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
a. Critical analysis of discussion of common themes about leading learning practices	30	c	1.4
b. Clarity and depth of discussion about the implications of findings for contemporary leading learning practices	40	c	1.4
c. Criticality of reflection on the implications for own practices as a leader of learning	20	c	1.1
d. Clarity of expression and logical structuring of argument supported by appropriate literature	10	d	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

The satisfactory completion of the Course Learning Plan (Part A) (if not previously completed) and the Subject Learning Plan (Part B) are minimum requirements for this subject as they are key components of the ‘capability wrap’ process and a defining feature of this course. Failure to meet this requirement will result in the final assessment task not being considered for assessment.

Required texts

There are no required texts for this subject. Recommended readings will be available via UTS Library and the subject site.

References

Alimo-Metcalfe, B. (2013). A critical review of leadership theory. In H. S. Leonard (Ed.), The Wiley-Blackwell handbook of the psychology of leadership, change and organizational development (1st ed., pp. 15–47). Wiley-Blackwell.

Antonacopoulou, E. and B. (2018). From laurels to learners: Leadership with virtue. Journal of Management Development, 37(8), 624–633.
Clegg, S. R. (2016). Managing leading, coaching, and motivating: transformation, instruction, inspiration (Chapter 5). In M. Kornberger & T. Pitsis (Eds.), Managing and organizations: An introduction to theory and practice (4th ed., pp. 121–160). SAGE.

Ciuk, S., & Schedlitzki, D. (2021). Developing and spreading leadership across levels: The facilitating and constraining role of context. Management Learning. https://doi.org/10.1177/1350507621993470 .

Coates, S. K., Trudgett, M., & Page, S. (2021). Islands in the stream: Indigenous academic perceptions of Indigenous senior leadership role. Higher Education Research & Development, 1-17.

Francisco, S. (2022). Supporting the Workplace Learning of Vocational and Further Education Teachers: Mentoring and Beyond. Taylor and Francis.

Gherardi, S. (2019). How to conduct a practice-based study problems and methods. Edward Elgar Publishing (Second edition).

Gilbey, K (2020). Professional Practice Commentary on the Desert people’s centre opening ceremony: Aboriginal leadership through example and knowledge, Rural Society, 29:3, 221-234.

Grootenboer, P., Edwards-Groves, C., & Choy, S. (Eds.). (2017). Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation. Springer.

Grootenboer, P., Edwards-Groves, C. & Ro?nnerman, K. (2020). Middle leadership in schools: A practical guide for leading learning. Routledge.

Hopwood, N., Dadich, A., Elliot, C. & Moraby, K. (2021). How is brilliance enacted in professional practices? Insights from the theory of practice architectures. Professionals & Professionalism. 11, (2).

Jackson, B. and Parry, K.W. (2011). Cultural perspectives on leadership (Chapter 4). In K. W. Parry & B. Jackson (Ed.), A very short, fairly interesting and reasonably cheap book about studying leadership (2nd ed., pp. 68–94). SAGE.

Kemmis, S. (2019). A practice sensibility: An invitation to the Theory of Practice Architectures. Springer Press.

Kemmis, S. (2022). Transforming practices: Changing the world with the Theory of Practice Architectures. Springer.

Reich, A. and Lizier, A.L. (2023) De-centring the leader: using the theory of practice architectures in a postgraduate education course, Journal of Educational Administration and History, 55:1, 6-22.

Mack, T. C. (2015). Leadership in the future. In M. Sowcik, Leadership 2050 : critical challenges, key contexts, and emerging trends (ebook, pp. 9–22). Emerald.

Mahon, K. (2017). Introduction: Practice Theory and the Theory of Practice Architectures. In K. Mahon, S. Francisco, S. Kemmis (Eds.). Exploring education and professional practice: Through the lens of practice architectures (ebook, pp. 1–30). Springer.

Male, T. and P. (2015). Pedagogical leadership in the 21st century: Evidence from the field. Educational Management Administration and Leadership, 43(2), 214–231.

Mahon, K., Francisco, S., & Kemmis, S. (Eds.). (2017). Exploring education and professional practice: Through the lens of Practice Architectures. Springer Press.

Nicolini, D. (2009a). Articulating Practice through the Interview to the Double. Management Learning, 40(2), 195–212. https://doi.org/10.1177/1350507608101230

Raelin, J.A. (2016). Imagine there are no leaders: Reframing leadership as collaborative agency. Leadership, 12(2), 131–158.

Raelin, J. A. (2020). In Leadership, Look to the Practices Not to the Individual. Academia Letters, December 2020 (Article 34). https://doi.org/10.20935/AL34

Sjølie, E., Francisco, S., Mahon, K., Kaukko, M. & Kemmis, S. (2020). Learning of academics in the time of Coronvirus pandemic. Journal of Praxis in Higher Education, 2(1), 85-107. https://doi.org/https://doi.org/10.47989/kpdc61

Sparrhoff, G. (2015). Leadership in times of globalisation and uncertainty. In S. Bohlinger, U. Haake, C. H. Jørgensen, H. Toiviainen, & A. Wallo (Eds.), Working and learning in times of uncertainty: Challenges to adult, professional and vocational education (pp. 75–86). Sense Publishers.

Wilkinson, J. (2013). Understanding leading as travelling practices. School Leadership and Management, 33(3), 224–239.

Wilkinson, J. & Kemmis, S. (2015). Practice theory: Viewing leadership as leading. Educational Philosophy and Theory, 47(4), 342–358.