Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:Semester 1, Parkville - Taught online/distance.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 56 hours |
Total Time Commitment: 240 hours commitment. Participation in weekly discussion boards and webinars, online exams and surveys and final exam.
These subjects are offered online only and do not require attendance on campus.
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
CoordinatorDr Geoff Sharrock
ContactLH Martin Institute
This unit has three main themes.
The Nature of the Tertiary Education Organisation. How are tertiary sector institutions different from other types of organisations? Key concepts examined are: professional organisations and professional autonomy, distributed decision-making structures, fragmentation and specialisation, organisational culture, power and politics, and managing and leading in a context of ambiguity.
Comparative Tertiary Education Policy Studies. How have different tertiary education systems and institutions met the pressures and dynamics of late 20th and early 21st century tertiary education? Key issues examined are: the broadening of access, mass higher learning and internationalisation, and system governance, steering and diversity.
Management and Leadership in Tertiary Education. A critical overview of theories and principles on effective management and leadership. How do these fit the tertiary context, and what kinds of leadership and management roles can be played in administrative, educative and scholarly domains? How do managers balance competing demands, multiple values and distributed authority in these settings?
Upon successful completion students will be able to:
|Assessment:||Active participation in class discussion, syndicate group work and simulation exercises; two syndicate project reports during the first and second residential school; one on-line multiple choice examination on core texts due prior to the second residential school; one 2500 word essay due after the end of the semester. This is a pass/fail subject. Participants receive feedback for each task, and must pass all tasks.|
|Prescribed Texts:||Robert E. Quinn, Sue R. Faerman, Michael P. Thompson, Michael R. McGrath and Lynda S. St.Clair, Becoming a master manager; a competing values approach, 4th edition, Hoboken NJ: John Wiley & Sons, 2007.|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
Master of Tertiary Education Management |
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