Faculty of Humanities and Education (Postgraduate) - The University ...

POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
REFERENCES
Anthony, W. P., Kacmar, K. M., & Perrewe, P. L. (2002). Human
resource management: A strategic approach (4th ed.). Fort
Worth, TX: Harcourt College Publishers.
Davies, B., & Ellison, L. (Eds.). (1997). School leadership for the 21 st
century: A competency and knowledge approach. London:
Routledge.
French, W. L., & Bell, C. H. (1999). Organization development:
Behavioral science interventions for organization
improvement (6 th ed.). Upper Saddle River, NJ: Prentice Hall.
Hersey, P., Blanchard, K .H., & Johnson, D. E. (1996). Management
of organizational behavior: Utilizing human resource (7 th ed.).
Upper Saddle River, NJ: Prentice-Hall.
Howard, E., Howell, B., & Brainard, E. (1987). Handbook
for conducting school climate improvement projects.
Blommington, IN: Phi Delta Kappa Eduational Foundation.
Hoy, W., & Miskel, C. (2005). Educational administration: Theory,
research and practice (7 th ed.). New York: McGraw-Hill.
Kimbrough, R. B., & Nunnery, M. Y. (1992). Educational
administration: An introduction (4th ed.). New York:
Macmillan.
Kimbrough, R. B., & Burkett, C. W. (1990). The principalship:
Concepts and practices. Englewood Cliffs, NJ: Prentice Hall.
Owens, R. G. (1999). Organizational behavior in education (6 th ed.).
London: Allyn & Bacon.
Szilagyi, A. D., & Wallace, M. (1990). Organizational behavior and
performance (5th ed.). Glenview, IL: Scott Foresman.
YEAR:
SEMESTER:
COURSE CODE: EDEA 6113
COURSE TITLE: ORGANIZATION DEVELOPMENT
NUMBER OF CREDITS: 4
COURSE DESCRIPTION:
Overview
The local educational system and its subsystems seem to be
mired in colonial and traditional paradigms. Although there
have been incremental changes over the years, the basic culture
of education maintains the status quo that existed even prior
to independence. Nevertheless, our recurrent aspirations are
toward quality improvements in every aspect of the system.
There are no shortages of conceptions of what a modern
educational system or school should be. However, the skills or
methods, techniques, strategies, and interventions related to
organization change or transformation have not been properly
engaged. Organization Development is therefore introduced as
a course that is essential for inducting and teaching the ways
by which leaders as change agents proceed toward developing
and institutionalizing worthwhile cultures in educational
organizations. Organization Development uses a normative/reeducative
approach to change.
The information derived from theories of organization and
administration, as well as the understandings of action research,
will be applied to the problems and the problem-solving
capabilities of the school or other subsystem for its improvement,
and the development of viable school or subsystem cultures.
The course will target the need for improvement, change,
development, etc., at the system, group, and individual (shallow,
intermediate, and deep) levels of intervention.
OBJECTIVES
Students will:
1. apply their understandings of educational, administration,
and organisational theory to designs for viable educational
cultures;
2. use the skills of action research in data collection, diagnosis,
and development of positive organisational cultures;
3. employ several types of diagnostic approaches to
organisational problems;
4. choose and/or design interventions to solve organisational
problems at shallow, intermediate, and deep levels;
5. implement change strategies at all levels of the
organisation;
6. engage in collaborative processes to bring about change;
7. use skills to develop or solve problems relating to conflict
management, personnel management, consensus building,
team-building, etc., for the purpose of improving the
efficiency and effectiveness of the system;
8. develop skills for formulating and writing school policies.
CONTENT
Students will share and use understandings that have been
learnt in other courses and integrate them with understandings
of:
• Organisation theories and designs, holistic systems
models
• Scenario development of desired cultures
• Diagnostic models and techniques for use in data gathering
of present cultures, needs surveys, SWOT, and/or force field
analysis
• The organisation development and change processes
• Beliefs,values,norms,power,and leadership as essentials of
culture
• Interventions theory and models:
• Shallow level (the macro system)
• Intermediate level (inter-and intra-group processes
and relationships)
• Individual level (inter-and intra-personal relationships)
Methods of Delivery
This course will take the format of a seminar/workshop in which
the practical understandings and skills outlined in the content
will involve:
1. explanations and discussions derived from the
understandings of previous courses;
2. assigned readings and presentations;
3. problems and content materials from each of the levels of
the organisation will be used in simulated forms;
4. small consulting class groups of not more than ten (10) will
be established to learn and practise the skills outlined in
the content;
5. group work, which will be responsible for identifying and
diagnosing problems, and developing interventions (at
each level);
6. small- and large-group interactions on organisational
problems;
7. regular small-group analysis and demonstrations.
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