Leading Change for Student Wellbeing

Subject EDUC90629 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

February, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 22-Feb-2015 to 17-May-2015
Assessment Period End 30-Jun-2015
Last date to Self-Enrol 11-Mar-2015
Census Date 20-Mar-2015
Last date to Withdraw without fail 15-May-2015

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24
Total Time Commitment:

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.

Study Period Commencement:
Credit Points:
Corequisites: None
Recommended Background Knowledge:

Student wellbeing research, models & frameworks

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 Disability Liaison website: http://www.services.unimelb.edu.au/disability


Ms Elizabeth Freeman


Contact Us
Call: 13 MELB (13 6352)

Subject Overview:

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.

Learning Outcomes:

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%

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

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.
Related Course(s): Master of Education (Student Wellbeing)

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