DEPARTMENT OF EDUCATIONAL LEADERSHIP AND MANAGEMENT
The department offers MA Educational Leadership and Management that has been designed to equip participants with the essential knowledge and skills to lead organizational change and development. It is intended to develop and extend leadership capability and capacity within educational organizations. The MA in Educational Leadership and Management is suitable for and particularly relevant to senior and middle managers in educational institutions, commercial training departments and other educational organizations. The degree enables participants to develop and improve their knowledge, understanding and practice as educational managers and leaders.


The Department of Educational Leadership and Management offers an MA in Educational Leadership and Management. Graduate students of MA Educational Leadership and Management may specialize in any one of the two streams:

                               • School Effectiveness and Improvement
                               • Higher Education Management

These specializations are structured to cater to the work settings of the teachers and educators.

Admission Pre requisite

• BA/B.Sc./B.Ed from a recognized university of Pakistan or equivalent in second division.
• Preferably with some teaching experience.

Degree Requirements
The MA degree in Educational Leadership and Management comprises 72 credits earned over two years (four semesters).

A minimum of a grade B (CGPA 3.0) is required for the award of an MA degree in Educational Leadership and Management.

Programmes

MA EDUCATIONAL LEADERSHIP AND MANAGEMENT
The Department offers an MA in Educational Leadership and Management with specializations in:

• School Effectiveness and Improvement
• Higher Education Management

All students are required to undertake the Core Courses with their choice of courses from the approved elective course list.

Core Courses

Leading Educational Enquiry (3 credits)
The module aims to equip educational professionals with the knowledge and skills required to undertake small-scale research and development projects within their own professional setting. This contributes to the overarching aim of enhancing participants’ effectiveness as educationists by enabling them to take a critical view of their own practice and context. The module introduces participants to planning, implementing, evaluating and disseminating of a project for improving teaching in their classrooms or other work settings.

Educational Leadership, Organization and Development ( 2 credits)
The course introduces the participants to management problems, financial issues, changing educational patterns and contemporary educational issues from a comparative perspective. It further explores concerns in management, planning and finance of educational institutions, education policy in a globalised world and comparative educational administration. It is designed for teachers who wish to extend their influence beyond the classroom's four walls without leaving classroom teaching and introduces participants to a variety of new leadership roles and perspectives and provides them with the curricular, pedagogical, political, and organizational skills necessary for implementing school reforms.

Policy, Strategy and Resources in Education (2 credits)
This module opens with an introduction to some ideas about rational choice and public choice theory. It goes on to a consideration of the finance and economics of national education systems, evidence from different countries about site-based management, the autonomous institution and marketing of education. It also discusses management control and cost-effectiveness, the resource management cycle, allocating and managing budgets, managing premises and learning resources, and managing time. The module specifically incorporates an international and comparative perspective.

Educational Planning and Management (3 credits)
The course is designed to educate a new cadre of instructional leaders who will have the capacity, skills, and knowledge to create and sustain environments in varied educational settings that foster the learning and well being of all learners. Students in this programme will define, articulate, and implement organizational goals to guide schools, groups of teachers, or non-profit agencies in the support of high standards and levels of academic and social accomplishment. Students will further develop expertise in curriculum, instruction, assessment, peer collaboration, organizational leadership, and learning, together with the tools and techniques of effective management.

Leading Educational Change and Improvement (3 credits)
This module explores the relationship between leadership and the improvement of teaching and learning outcomes. The module not only draws on insights and knowledge from research and theory but also highlights the practical experiences of senior education professionals. The module enhances students' understanding of their practice in relation to their unique educational contexts. It also critically engages students with the latest leadership and improvement theory and practice.

Continuing Professional Development (3 credits)
This module seeks to promote an understanding of Continuing Education, employment and society and of the changing patterns of teaching and learning and related policy-practice developments in education. Literature and published research on vocational education and training will be examined, as will the relationship between CPD, economy and society. Students will apply insights gained to the development of policy and practice.

Information and Communication Technology and Educational Change (3 credits)
The aim of this course is to look at some of the important theories of learning, and then to consider the ways in which theory might or might not underpin the use of ICT in schools today. The module is based on considerations of classroom practice and learning new technologies with research implications. Students will learn about possible research approaches and then plan and implement a classroom based research project that considers and asks questions about learning in relation to the use of ICT.

Effective Affective Education (Pastoral Care, Personal, Social and Health Education, Life Education) (2 credits)
The course examines the nature, history and development of Affective Education, Personal and Social Education and Pastoral Care, Counselling and Guidance. It focuses on aspects at a broader level in terms of institutional and policy development and seeks to develop knowledge, skills and competencies in affective education in relation to its varied manifestations. A particular feature of this module will be an investigation into the role of affective leadership in the promotion of effective affective education, the different ways that affective education is and can be managed and the implications these different approaches have for affective leadership..

English for Academic Purposes (2 credits)
The aim of the course is to equip the participants with academic skills needed to cope with the demands of a post-graduate study programme. The emphasis is on improving the participants’ competence in using English in academic contexts by enhancing and developing the required language skills. In addition, the participants are also introduced to the elements of writing a research paper in APA style.

Elective Courses
The candidates can take two of the following elective courses:

School Effectiveness and Improvement (3 credits)
The course provides a range of effective approaches and means to raise standards by providing support, advice and training on all aspects of the school curriculum, school leadership and management. School improvement means changing a school's practices and policies to improve teaching and learning. This course shows how a school community can collect, analyze, and act on information to continually improve student achievement. It describes a school self-study cycle of inquiry and action, designed to help a school develop the habits of collaboration, discussion, inquiry, and data-informed decision making that fuel ongoing improvement.

Management of Change (3 credits)
This course helps the participants to develop understanding about the notion, process and strategies of educational change in their own educational context. They will also be exposed to various strategies for developing educational programmes or projects for improving the quality of education in their respective schools. They will also be able to identify factors that enhance or hinder the process of change.

Higher Education Management (3 credits)
The course examines the policies, practices, and issues of contemporary higher education and offers opportunities to enhance analytical and managerial skills essential for professional success. It aims to identify current challenges in the field of higher education facilities, examine current trends influencing their planning, design and management, and share best practices and new approaches in the field. It covers the field of institutional management and tackles questions of quality assurance, learning support, research and research facilities like funding and their impact on professional development.

Monitoring and Evaluation ( 3 credits)
The emphasis in this course is to help the participants’ in understanding the purposes and processes of monitoring and evaluation for improving the quality of higher education. The theme will be explored while discussing other themes such as managing change, managing professional development, and supervision and project development in higher education. The course covers current practices of monitoring and evaluation, monitoring tools and framework, as well as M&E and management development in higher education.

Action Research Project (4 credits)
This course will inform the participants about the significance of action research in improving classroom practice. It will highlight the fact that action research is an ongoing process of discovery through which a teacher learns, reflects and analyzes classroom teaching/learning situations.

Research Methods (5 credits)
The module provides students with generic knowledge, skills and understanding of the theoretical and methodological issues involved in conceptualizing and designing educational research. It includes both general and specific aspects of research training including key dimensions of qualitative and quantitative research, their applications, understanding of relational aspects between them and appreciation of the politics and ethics of doing educational research.

Proposal Development (5 credits)
After an in depth study of inquiry based methods of teaching and learning the candidates will work towards completing a Master’s research dissertation in their classrooms through proposal development, formulating research questions, conducting a research study and analysing the accumulated data. The final research proposal will be presented to the assigned supervisor for approval. .

Dissertation (30 credits)
All MA students will have to successfully complete a research dissertation in their area of interest and specialization.

Plan of Study

Semester-I
Course Code	Course Title	Credits
	Core Courses
MA LM500	Leading Educational Enquiry	3
MA LM501	Educational Leadership, Organization and Development	2
MA LM502	Policy, Strategy and Resources in Education	2
MA LM503	Educational Planning and Management	3
MA LM506	Continuing Professional Development	2
MA LM504	English for Academic purposes I	1
	Electives
MA LM508	School Effectiveness and Improvement
	OR	3
MA LM509	Higher Education Management
	Total	16
Semester-II
Course Code	Course Title	Credits
	Core Courses
MA LM505	Leading Educational Change and Improvement	3
MA LM507	Information and Communications Technology (ICT) and Educational Change	3
MA LM510	Effective Affective Education	2
MA LM504	English for Academic purposes II	1
	Electives
MA LM511	Monitoring and Evaluation
	OR	3
MA LM512	Management of Change
MA LM513	Action research Project	4
	Total	16
Semester-III
Course Code	Course Title	Credits
MA LM600	Research Methodology	5
MA E601	Proposal Development	5
	Total	10
Semester-IV
Course Code	Course Title	Credits
MA LM602	Dissertation	30
	Total	30
	Total Credit Hours in the Programme	72

POSTGRADUATE DIPLOMA IN EDUCATIONAL LEADERSHIP AND MANAGEMENT
Course participants enrolled for their PGD in Educational Leadership and Management may specialize through their offered elective courses.

Diploma requirements
The candidates pursuing their PGD in Educational Leadership and Management will have to successfully complete 32 credits earned in two semesters. Candidates enrolling in the PGD in Educational Leadership and Management will take both core and elective courses offered in year one of the MA programme. The description of these courses has already been given in the course descriptions for MA Educational Leadership and Management. The candidates will also be required to conduct a small-scale action research study for successful fulfilment of the Postgraduate Diploma programme in their second semester.

After successful completion of their Postgraduate Diploma (PGD), students may enrol for their MA degree in their respective fields within three years and earn their MA degree by successfully completing their two principal courses offered in the third semester and developing their project work into a research dissertation in year two.