EUN656 Leadership Identity
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN656 |
|---|---|
| Equivalent(s): | LCN623, EUZ656, GSZ601 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUN656 |
|---|---|
| Credit points: | 12 |
| Equivalent: | GSZ601, LCN623, EUZ656 |
| Coordinator: | Leanne Crosswell | l2.crosswell@qut.edu.au |
Overview
Leadership within educational organisations occurs in various forms, from official leadership roles right through to the day-to-day professional practice of educators. In this unit, you will explore concepts of leadership and construct (and reconstruct) your own leadership identity as an aspiring or current leader. Throughout this unit you will engage with a wide variety of leadership theories and frameworks. You will then be supported to respond through a process of reflexive identity work that addresses the fundamental questions of “who am I as a leader?” and “what does leadership look like for me?”. Through this process you will consolidate your own critical understandings of adaptive, resilient leadership as a dynamic and ongoing development process that is shaped by knowing, doing and being.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate mastery of a body of knowledge including recent developments in the field of leadership and leadership identity (CLO1.1).
- Cognitive and critical reflection skills that demonstrate mastery of theoretical knowledge and professional practice (CLO2.1).
- Demonstrate technical and communication skills, including the ability to analyse and theorise about developments that contribute to understanding leadership and leadership identity (CLO2.4).
- Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and understanding leadership and leadership identity (CLO3.1).
Content
In this unit you will explore the following topics from both a practical and critical perspective:
- Principles and theories that underpin contemporary understandings of leadership and leadership identity construction.
- Analysis of how leadership is constructed, contested and enacted by policy, professional standards and educational systems and contexts.
- Consider leadership and leadership identity from perspectives of gender and culture (specifically indigenous culture).
- Leadership identity work as aligned to career stage, as reflexive and internal and as dialogical and agentic.
- Examination of leadership and leadership identify through a lens of wellbeing of self.
Learning Approaches
In this unit you will learn through engaging in the following:
- Student-centred, self-paced learning with a strong focus on the application of theory to real world scenarios.
- Active participation in on-line collaborations and workshops.
- Individual and small group activities.
- Authentic assessment tasks for applying scholarly knowledge to real world scenarios and in your own context.
This unit requires you to write a reflective journal that tracks your critical reflections and analytical responses as you engage with the presented concepts around leadership and leadership identity. This approach to learning is designed to ensure that you engage in a series of cycles that address the fundamental questions of “who am I as a leader?” and “what does leadership look like for me?".
Feedback on Learning and Assessment
You will be encouraged to engage in self-assessment through planned activities. Additionally, formative feedback in this unit will include peer or group feedback on activities designed to support your learning and to provide a foundation for assessment. Feedback will also be provided through the criteria and standards of the summative assessment tasks.
Assessment
Overview
There are two pieces of written assessment for this unit. Both tasks provide opportunities for you to identify real world application of theories of leadership and leadership identity. These tasks build on the unit’s core learning experiences and assess all unit learning outcomes.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study of Leadership Identity Construction
Engage in a critical analysis of the macro, meso and micro factors in a specific context that have influenced the development of your own leadership identity or conduct a case-study individual’s leadership identity.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
Assessment: Leadership as Reflexive Practice
This unit requires you to write a reflective journal that tracks your critical reflections and analytical responses as you engage with the presented concepts around leadership and leadership identity.
Critically discuss the changes to your own understanding of leadership and leadership identity. Excerpts from your reflective journal will be used as evidence to illustrate the dynamic nature of your own insights into leadership. This critical inquiry will lead to a deeper understanding of the way that knowledge of current leadership theories shape your leadership practice and identity.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Relevant resource materials will be available electronically through the unit Canvas site. Additional references for assessment can be found in the library. There is no prescribed textbook.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN656 |
|---|---|
| Credit points: | 12 |
| Equivalent: | GSZ601, LCN623, EUZ656 |
Overview
Leadership within educational organisations occurs in various forms, from official leadership roles right through to the day-to-day professional practice of educators. In this unit, you will explore concepts of leadership and construct (and reconstruct) your own leadership identity as an aspiring or current leader. Throughout this unit you will engage with a wide variety of leadership theories and frameworks. You will then be supported to respond through a process of reflexive identity work that addresses the fundamental questions of “who am I as a leader?” and “what does leadership look like for me?”. Through this process you will consolidate your own critical understandings of adaptive, resilient leadership as a dynamic and ongoing development process that is shaped by knowing, doing and being.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate mastery of a body of knowledge including recent developments in the field of leadership and leadership identity (CLO1.1).
- Cognitive and critical reflection skills that demonstrate mastery of theoretical knowledge and professional practice (CLO2.1).
- Demonstrate technical and communication skills, including the ability to analyse and theorise about developments that contribute to understanding leadership and leadership identity (CLO2.4).
- Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and understanding leadership and leadership identity (CLO3.1).
Content
In this unit you will explore the following topics from both a practical and critical perspective:
- Principles and theories that underpin contemporary understandings of leadership and leadership identity construction.
- Analysis of how leadership is constructed, contested and enacted by policy, professional standards and educational systems and contexts.
- Consider leadership and leadership identity from perspectives of gender and culture (specifically indigenous culture).
- Leadership identity work as aligned to career stage, as reflexive and internal and as dialogical and agentic.
- Examination of leadership and leadership identify through a lens of wellbeing of self.
Learning Approaches
In this unit you will learn through engaging in the following:
- Student-centred, self-paced learning with a strong focus on the application of theory to real world scenarios.
- Active participation in on-line collaborations and workshops.
- Individual and small group activities.
- Authentic assessment tasks for applying scholarly knowledge to real world scenarios and in your own context.
This unit requires you to write a reflective journal that tracks your critical reflections and analytical responses as you engage with the presented concepts around leadership and leadership identity. This approach to learning is designed to ensure that you engage in a series of cycles that address the fundamental questions of “who am I as a leader?” and “what does leadership look like for me?".
Feedback on Learning and Assessment
You will be encouraged to engage in self-assessment through planned activities. Additionally, formative feedback in this unit will include peer or group feedback on activities designed to support your learning and to provide a foundation for assessment. Feedback will also be provided through the criteria and standards of the summative assessment tasks.
Assessment
Overview
There are two pieces of written assessment for this unit. Both tasks provide opportunities for you to identify real world application of theories of leadership and leadership identity. These tasks build on the unit’s core learning experiences and assess all unit learning outcomes.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study of Leadership Identity Construction
Engage in a critical analysis of the macro, meso and micro factors in a specific context that have influenced the development of your own leadership identity or conduct a case-study individual’s leadership identity.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
Assessment: Leadership as Reflexive Practice
This unit requires you to write a reflective journal that tracks your critical reflections and analytical responses as you engage with the presented concepts around leadership and leadership identity.
Critically discuss the changes to your own understanding of leadership and leadership identity. Excerpts from your reflective journal will be used as evidence to illustrate the dynamic nature of your own insights into leadership. This critical inquiry will lead to a deeper understanding of the way that knowledge of current leadership theories shape your leadership practice and identity.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Relevant resource materials will be available electronically through the unit Canvas site. Additional references for assessment can be found in the library. There is no prescribed textbook.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.