Leading Change for Student Wellbeing

This subject has the following teaching availabilities in 2016:

170 hours

For students not enrolled in the Master of Education (Student Wellbeing) the permission of the course coordinator Master of Education (Student Wellbeing) is required in order to enrol in this subject.

Student wellbeing research, models & frameworks

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

A study of leadership and change theories and models to enable effective advocacy for, and leadership of, initiatives in student wellbeing; a study of the impact of organisational factors (structure, policy and culture) on student wellbeing, organisational health and student and teacher wellbeing.

On completion of this subject students, should be able to:

• Critically analyse the impact of organisational structures, policies, processes and culture and curriculum on student wellbeing and learning outcomes;
• Identify how theories and models of change can be strategically applied to school improvement processes to enhance student wellbeing and learning;
• Recommend processes to improve organisational health based on an understanding of the concept of leadership and organisational health and its relationship to student and teacher wellbeing.

There are two assessment tasks:

• A 3000-word essay (analysis of practice with literature review) due mid-semester, 60%
• A 2000-word essay (application of theory) due end of semester, 40%

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

This subject is not available as a breadth subject.

On completion of this subject students, should be able to:

• use advanced knowledge to provide leadership in the promotion of student wellbeing;
• demonstrate highly developed cognitive, analytic and problem-solving skills;
• understand the significance and value of their knowledge and engage with student wellbeing issues in the wider educational community;
• articulate their knowledge and understanding in effective oral and written presentations.