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 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUN656 |
|---|---|
| Credit points: | 12 |
| Equivalent: | GSZ601, LCN623, EUZ656 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| 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, sustainable, resilient leadership as a dynamic and ongoing development career process that is shaped by knowing, doing and being.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse sociological contexts applying leadership research and theories to identify impacts on own leadership identity and practice.
- Reflect on theory, philosophy and practice to improve professional knowledge of leadership practice and leadership identity.
- Critically analyse and evaluate own understandings of leadership theory and identity theory in relation to current research.
- Source and evaluate scholarly and professional literature on leadership identity and practice.
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 diverse cultures.
- Leadership identity work as aligned to career stage, as reflexive and internal and as dialogical and agentic.
- Examination of leadership and leadership identity through a lens of sustainability and wellbeing of self.
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- small group collaboration
- reflective journalling
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience. 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
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- a peer review process as formative assessment for both summative tasks
- self assessment through reflective journalling
- examples of prior student responses
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
There are two assessment tasks in this unit:
1. Case Study of Leadership Identity Construction - this task applies sociological analysis to your own role and context to produce a case study that informs your own development of leadership identity.
2. Leadership as Reflexive Practice - this task requires you to reflect on the changes in your knowledge and understanding about leadership identity.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study of Leadership Identity Construction
In your current role and context, undertake a critical analysis of the macro, meso and micro factors that influence the development of your own leadership identity or conduct a case-study of an individual’s leadership identity. You will produce a case study to inform your own career development.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Leadership as Reflexive Practice
You will 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 assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, 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
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. The teaching team will aim to create a supportive and safe environment, and to create protocols around anonymity. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO3, Leadership as Reflexive Practice - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, Case Study of Leadership Identity Construction, Leadership as Reflexive Practice - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO1, Case Study of Leadership Identity Construction - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO4, Leadership as Reflexive Practice
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO3, Leadership as Reflexive Practice - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, Case Study of Leadership Identity Construction, Leadership as Reflexive Practice - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO1, Case Study of Leadership Identity Construction - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO4, Leadership as Reflexive Practice
Unit Outline: Semester 1 2026, Online
| Unit code: | EUN656 |
|---|---|
| Credit points: | 12 |
| Equivalent: | GSZ601, LCN623, EUZ656 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
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, sustainable, resilient leadership as a dynamic and ongoing development career process that is shaped by knowing, doing and being.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse sociological contexts applying leadership research and theories to identify impacts on own leadership identity and practice.
- Reflect on theory, philosophy and practice to improve professional knowledge of leadership practice and leadership identity.
- Critically analyse and evaluate own understandings of leadership theory and identity theory in relation to current research.
- Source and evaluate scholarly and professional literature on leadership identity and practice.
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 diverse cultures.
- Leadership identity work as aligned to career stage, as reflexive and internal and as dialogical and agentic.
- Examination of leadership and leadership identity through a lens of sustainability and wellbeing of self.
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- small group collaboration
- reflective journalling
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience. 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
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- a peer review process as formative assessment for both summative tasks
- self assessment through reflective journalling
- examples of prior student responses
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
There are two assessment tasks in this unit:
1. Case Study of Leadership Identity Construction - this task applies sociological analysis to your own role and context to produce a case study that informs your own development of leadership identity.
2. Leadership as Reflexive Practice - this task requires you to reflect on the changes in your knowledge and understanding about leadership identity.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study of Leadership Identity Construction
In your current role and context, undertake a critical analysis of the macro, meso and micro factors that influence the development of your own leadership identity or conduct a case-study of an individual’s leadership identity. You will produce a case study to inform your own career development.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Leadership as Reflexive Practice
You will 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 assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, 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
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. The teaching team will aim to create a supportive and safe environment, and to create protocols around anonymity. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO3, Leadership as Reflexive Practice - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, Case Study of Leadership Identity Construction, Leadership as Reflexive Practice - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO1, Case Study of Leadership Identity Construction - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO4, Leadership as Reflexive Practice
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO3, Leadership as Reflexive Practice - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, Case Study of Leadership Identity Construction, Leadership as Reflexive Practice - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO1, Case Study of Leadership Identity Construction - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO4, Leadership as Reflexive Practice