Leading networks, partnerships and collaborations

EDUC61751 Leading networks, partnerships and collaborations 20 Semester 2 Postgraduate Taught Level 6 Belinda Hughes Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 10.0 This unit explores the principles, practices, and challenges of leading networks, partnerships, and collaborations in educational settings. Students will critically examine key concepts such collaboration, leader networks, and context-based partnerships while evaluating the strengths and limitations of different approaches to collaborative working. The unit emphasizes the application of theoretical knowledge to real-world scenarios, enabling students to propose innovative strategies for fostering effective collaborations across local, national, and global contexts. Through case study analysis, reflective activities, and practical exercises, students will develop the skills needed to create a collaborative culture, build trust, and manage diverse stakeholders. By the end of the unit, students will be equipped with the intellectual, practical, and transferable skills required to lead and sustain impactful networks, partnerships, and collaborations in education contexts and beyond.    This unit explores the principles, practices, and challenges of leading networks, partnerships, and collaborations in educational settings. Students will critically examine key concepts such collaboration, leader networks, and context-based partnerships while evaluating the strengths and limitations of different approaches to collaborative working. The unit emphasizes the application of theoretical knowledge to real-world scenarios, enabling students to propose innovative strategies for fostering effective collaborations across local, national, and global contexts. Through case study analysis, reflective activities, and practical exercises, students will develop the skills needed to create a collaborative culture, build trust, and manage diverse stakeholders. By the end of the unit, students will be equipped with the intellectual, practical, and transferable skills required to lead and sustain impactful networks, partnerships, and collaborations in education contexts and beyond.    <ul><li>To introduce students to leadership strategies,  fostering the students’  ability to critically reflect and analyse networks, partnerships collaborations.</li><li>To provide opportunities for students to consider ethical leadership principles when conducting collaborative projects.</li></ul> The Intended Learning Outcomes (ILOs) are designed to equip students with the knowledge, skills, and attributes necessary to lead and engage effectively in educational networks, partnerships and/or collaborations. These outcomes align with key employability skills such as critical analysis, strategic leadership, ethical engagement, and adaptive problem-solving—essential for success in collaborative professional environments.By achieving these outcomes, students will be prepared to: •    Lead and evaluate educational and industry collaborations with confidence. •    Apply ethical, data-informed strategies to solve real-world partnership challenges. •    Adapt leadership styles to diverse contexts and group dynamics.These competencies directly enhance graduates’ employability in roles such as educational leader.  partnership managers, industry collaboration coordinators, and policy advisors, where strategic leadership and collaborative problem-solving are paramount. KU1 Critically examine leadership theories and models relevant to leading educational networks, partnerships, and collaborations.  KU2 Critically analyse systemic barriers to leadership in collaborative educational contexts KU3 Critically evaluate the impact of leadership practices on educational collaborations   IS1 Design leadership strategies for collaborative projects critically reflecting on these in professional practice IS2 Analyse empirical data to assess collaborative outcomes   PS1 Implement a collaborative project in an educational setting PS2 Negotiate group dynamics in educational collaborations   TS1 Critically evaluate leadership practices in collaborationsEnhancement of Digital LiteracyThis unit enhances the student's digital literacy in the following ways:Digital proficiency and productivity (functional skills) This unit develops the students' functional skills by using Canvas, the Learning Management System, to access their online course learning materials and monitor own progress throughout the course delivery. By the end of the unit, students will be able to navigate around CANVAS LMS, developing their digital proficiency.Seminars are conducted using online meeting  software therefore, students will develop the skills to how to join online meetings, and the settings within online, such as camera use, applying a background, raise hand, add comments in the chat, online etiquette, developing the student's familiarity of how to actively engage in online sessions.Information, data and media literacies (critical use) This unit supports the students’ critical use of digital literacy by using Canvas to submit assignments, contribute to discussion boards receive grades and communicate with peers and educators in group discussions.Digital creation, problem solving and innovation (creative production) Students are encouraged to introduce themselves, via a profile, on Canvas, at the start of the course, to encourage and develop their digital creativity and collaborate with others in a digital space working effectively across social, physical, linguistic and cultural boundaries.Digital communication, collaboration and participation (participation) Students are encouraged to participate in digital discussion forums on Canvas with their peers and course tutors, to develop their ability to take part as professional educators online, in working groups to achieve set goals.The online tutorials develop the student's capacity to communicate effectively in digital teams and working groups respecting others in public communications and developing professional acumen.Digital learning and development (development) Canvas has a built-in calendar where students can schedule their tasks and time, to digitally support their time management skills, monitoring and self-assessing their progress. The modules in Canvas are broken down into bite-size tasks, so students can monitor their own progress, using digital tools to plan, reflect and showcase learning.Digital identity and wellbeing (self-actualising) Students create a profile on Canvas, developing their ability to build and maintain digital profiles in educational spaces. Canvas also provides students with their progress, in terms of grades, completion of tasks, enabling students to monitor their progress within the course.At the beginning of the programme, students are informed of the reputational benefits and risks involved in digital participation and that communication on Canvas should be conducted in a professional, ethical and respectful manner.Reference:  Jisc, (2024). Building digital capabilities framework, Available from: <a href=" https://repository.jisc.ac.uk/8846/1/2022_Jisc_BDC_Individual_Framework.pdf"> https://repository.jisc.ac.uk/8846/1/2022_Jisc_BDC_Individual_Framework.pdf</a>   Section 1 Key concepts, principles, and frameworks The key conceptual frameworks and terminology for understanding collaboration, partnerships and networks within educational settings, such as: - Networks - Partnerships in a commercial business and in educational contexts - CollaborationSection 2 How to lead networks, partnerships and collaborations in educational settings, exploring common group dynamics and systemic challenges, including:How School Leaders can facilitate collaborative workingStrategies for facilitating collaborative working   - establish a clear vision and goals   - create a culture of trust and respect   - provide professional development   - set up structured collaborative opportunities    - leverage technology   - provide resources of support   - recognise and celebrate successChallenges of collaborative working - Time constraints - Differing perspectives and conflicts - unequal participation - lack of trust - resistance to change - insufficient leadership support - accountability and evaluationDeveloping and planning your own small-scale enquiry  -Getting started on your small-scale enquirySection 3 The process of undertaking and evaluating your small-scale research enquiry and submission of the final summative assignment. -Evaluating your small-scale collaborative project -revisiting the STEM Case study from the workshops -Case Study: Leading a Collaborative Curriculum Development Project in Central High School  - Phase 1: Project Planning  - Phase 2: Research and Benchmarking  - Phase 3: Curriculum Design  - Phase 4: Implementation   - Phase 5: Evaluation and Feedback Workshops: 10 hours: face to face including Lectures, case study analysis, group presentations, discussion groups  Online Tutorials: 50 hours: Lectures, activities including group work discussion including reflections on key readings (synchronous), Independent learning where students engage in tutorial activities organised by themselves in collaborative working groups.Independent directed private study (asynchronous): 60 hours: Self-study using course materials e.g. tasks Independent directed Reading (asynchronous): 50 hoursIndependent assignment Preparation (asynchronous): 30 hoursTotal: 200 hours 0 Other 100% Formative AssessmentFormative Task 1: Applying Chapman’s (2019, p.6) ‘escalator of collaborative endeavour’ within my professional working practice. Length 250 words. Expected outcome of formative assessment: Students demonstrate their ability to reflect on their professional practice and apply Chapman’s (2019) model, Escalator of collaborative endeavour to their professional experiences of networks, partnerships and/or collaborations.Formative Task 2: Planning your small-scale project. Length 500 words. Expected outcome of formative assessment:  Students demonstrate their ability to design a robust plan for their small-scale collaborative project, including, timeline, title, focus, readings, the members of their collaborative working group, methods of data generation and ethical considerations.Summative Assessment (100%)An evaluative report of the small-scale collaborative project within their educational setting. Length 4,000 words. Learners evaluate the planning, implementation and evaluate their small-scale collaborative project within their educational setting, providing a critical reflection of their role as leader and leadership in relation to the projects outcomes. Formative Assessment 1: Feedback is provided via Canvas within 10 working days of the deadline Formative Assessment 2: Feedback is provided via Canvas within 10 working days of the deadline Summative Assessment: Within 15 working days of the deadline  EDUC61751 onl cond 09685, 10026, 10154, 10394, 10438, 10802 MA Ed Leadership in Practice MA Ed Leadership in Practice PGDT Taught Component Mandatory MA ELiP MA ELiP PGDT Taught Component Mandatory N Armstrong, P. and Brown, C. eds. (2022). School-to-school collaboration: learning across international contexts. First edition. Bingley, U.K: Emerald Publishing. Bingley. Emerald Publishing Limited.  Chapman, C. (2019) Making sense of education reform: where next for Scottish education? (Manchester, Association of Directors of Education in Scotland/The Staff College). Available from: <a href="https://thestaffcollege.uk/wp-content/uploads/2019/06/Making-sense-of-reform-where-next-for-Scottish-education.pdf">Making sense of reform where next for Scottish education.pdf</a>Chapman, C. (2018) Exploring networked improvement and governance: A case of crossing professional and administrative boundaries- Reflections on emerging practice in Scotland, Paper presented to American Educational Research Association Annual Meeting 13-17th April New York City, USA Tutorials 50 0 150 Contact Hours and Notional Hours of LearningFace-to-face contact (in-person workshops): 10 hours Online Tutorials: 50 hours Directed independent study (course materials): 60 hours Independent Study - Directed Reading: 50 hours Independent Study reading and Assignment Preparation: 30 hours Total Hours: 200Statement to Support Equality, Diversity and InclusionThis unit is committed to embedding equality, diversity, and inclusion (EDI) into all aspects of teaching, learning, and assessment. Recognising that effective leadership in educational collaborations requires an awareness of systemic inequities and diverse perspectives, the unit actively promotes inclusive practices through:1. Diverse Scholarship & Representation in Learning Materials •    Reading Lists & Theories: Course materials include critical leadership theories and case studies from global, BAME, female, and non-Western scholars  •    Underrepresented Voices: Students engage with research on decolonising educational leadership and examine barriers faced by marginalised groups in collaborative contexts.2. Inclusive Teaching & Learning Approaches •    Discussion Topics: Seminars explore sections such as: o    Power dynamics in educational networks (e.g., whose voices are prioritised in partnerships?). o    Cultural responsiveness in leadership (e.g., adapting collaboration models for diverse communities). o    Representation gaps in industry-education partnerships (e.g., addressing underrepresentation of minority groups in CUIP leadership roles). •    Case Studies: Real-world examples highlight inclusive collaborations (e.g., partnerships supporting refugees, neurodiverse learners, or low-income students).3. Equitable Assessment Practices •    Flexible Assessments: Students can choose culturally relevant case studies or reflect on their own experiences with diversity in collaborations. •    Bias Mitigation: Rubrics emphasise critical engagement with EDI issues (e.g., evaluating leadership strategies for inclusivity in PS2 and TS3).4. Student-Centred Inclusion •    Accessibility: Resources are available in multiple formats (e.g., transcripts for videos, dyslexia-friendly fonts). •    Safe Spaces: Ground rules for online discussions ensure respectful dialogue on sensitive topics (e.g., privilege, discrimination in partnerships).By integrating EDI throughout the unit, students develop culturally competent leadership skills, preparing them to design and manage equitable collaborations in diverse educational and industry settings.