Course Outline 619.98 Winter 2013 Eaton - DRAFT

7/30/2019 Course Outline 619.98 Winter 2013 Eaton - DRAFT

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University of Calgary

Faculty of Education - Office of Graduate Programs in Education

EDER 619.98 L13 - Entrepreneurial Leadership for Change and Innovation

Winter 2013

Instructor: Sarah Elaine Eaton, Ph.D. Office: online

Phone: (403) 244-9015 Office Hours: by appointment

Email: [email protected] Skype: Sarah Elaine Eaton

Winter Term Lecture Dates:

January 8 – April 16, 2013

No Classes:Reading Week - no classes Sunday, February 17 - Sunday, February 24, 2013

Family Day- Monday, February 18, 2013

Good Friday - Friday, March 29, 2013

Elluminate Sessions: TBD

Welcome to Entrepreneurial Leadership for Change and Innovation. This outline expresses my vision for our work together.

Calendar Description:

This course explores boundary breaking entrepreneurial leadership, looking for innovative alternatives to

traditional education and preventative strategies for more effective support for at risk students and their

communities.

Context:

Leadership, management and administration of educational, health, non-profit and for-profit enterprises isundergoing an exciting and transformational shift in the second decade of the 21st century. The needs of

organizations, regardless of whether they are public, private or not-for-profit are complex and there is no single

leadership model that effectively fits them all. Perhaps more so in education than in any other field, great

tensions exist between the social imperative to serve students and the need to manage ever-more limited

financial resources in an ethically responsible, yet sustainable manner. Leaders need to build capacity both in the

people they lead, as well as the organizations that employ them.

In this course, we will examine some of the shifts in perceptions and practice, as well as cutting-edge trends in

leadership, as well as practical implications for those who work in public, private, non-profit and other types of

organizations.

Major topics:

In this course we will examine leadership across a variety of different types of organizations including:

• Traditional Non-profit

• Non-profits with income generating-activities

• Social enterprise• Socially responsible business

• Corporations practicing social responsibility

• Traditional for-profit business

mailto:[email protected]

mailto:[email protected]



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Together we will explore the benefits and pitfalls of each type of organization, as well as the models of

leadership that exists among them. We will relate these models to education in the Canadian context, questioning

where we have come from, where we are now and where we might be heading.

Assumptions:

In this course, we take this non-traditional approach to leadership in part, because we assume that students have

already been exposed to dialogue, reading and training on the topic of leadership through their own professional

journey and previous studies. This course aims to dig deeper, probe more thoughtfully and challenge pre-exisiting notions.

The primary assumption made in this course is that there is no single “right” model of leadership. Students are

encouraged to question all models in an intellectually curious and respectful manner, understanding that each

model has strengths and weaknesses and that none of them provides “the answer”.

Learner Outcomes:

1. Relate social and financial considerations to models of leadership.

2. Critically examine issues relating to entrepreneurial leadership using current research literature to

understand different models, values and approaches to leadership in diverse organizations.

3. Articulate the relationship between social values, moral imperatives and fiscal pressures in variousmodels of leadership.

Course Design and Delivery

This is an online course. Students are expected to participate in the asynchronous learning tasks using the

Blackboard learning environment and synchronous whole-class Elluminate sessions. We recognize the

importance of working in collaboration with others and learning with others in a scholarly community of inquiry

and have designed learning tasks accordingly.

As part of learning task #1, ongoing contribution to the discussion forum is required regularly throughout each

week of the course. Peers will depend on your participation and shared commitment to foster a collaborative

knowledge-building environment.

Learning task #2 will provide students with an opportunity to co-create and facilitate in a virtual team context.

Finally, learning task #3 allows individuals to reflect on the course through a final written work.

The instructor’s role is to facilitate the course work and to support students as they engage in the learning tasks;

to provide students with ongoing, timely and constructive feedback to further their learning and growth in

entrepreneurial leadership.

Required Readings:

Reimers-Hild, C., & King, J. W. (2009). Six Questions for Entrepreneurial Leadership and Innovation inDistance Education. Online Journal of Distance Learning Administration, 12(4). Retrieved from

http://www.westga.edu/~distance/ojdla/winter124/reimers-hild124.html

In addition to the article noted above, each week, groups will seek and present readings to the class to

accompany the assigned topic. Readings are to be easily accessible in an online or open-source format and freeof charge, so that all students, regardless of where they may reside, may easily access the reading. Please consult

with your instructor prior to posting your group’s reading to the entire class.

Students are required to read the article(s) selected by their peers.





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Recommended Reading:

Publication Manual of the American Psychological Association. (2010). (Sixth ed.). Washington, D.C:

American Psychological Association.

Since students are expected to use APA style and formatting for citations, discussion board postings and the final

paper, you are strongly encouraged to buy your own copy of the APA manual (6th ed.), as this is the standard

used in our discipline.

Considerations when reading:

When you read material for the course, you may want to think about the following questions:

Author

Who is this person? Professor? Activist? From where and what discipline? With what background or

experience? Who publishes/reads/teaches this person’s work?

Audience

For whom was this article written? Academics? Teachers? People who already agree? Skeptics?

Argument

What is the main point in 20 words?

Evidence

Is this an empirical piece? A theoretical piece? What support does the author summon for her/his points?

What’s Left Out?

Are there perspectives, approaches, questions left out of this article that are important for understanding the

topic?

Most Compelling Quote

Is there one line that really got to you, either positively or negatively?

Implications for Policy

Now what? So what?

Implications for Practice Implications for You Connections to the Other Readings?

Does this inform your understanding of other authors/articles?

Library Resources:

You must be able to access books and journal articles using the University of Calgary Library system. You will

find the Article Indexes on the U. of C. Library website to be helpful. The Article Indexes to access databases

such as Academic Search Premier, Education Full Text, and ERIC will provide you with additional academic

resources. Since this is a graduate course, you are encouraged to use academic refereed documents.



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Learning Tasks Overview:

LEARNING TASK NUMBER

DESCRIPTION OF LEARNING TASK

PERCENT OF FINAL GRADE

GROUPING FOR TASK

Learning Task #1 Participation in and Contribution to Online Scholarly

Community

35% Individual

Learning Task # Presentation and Facilitation of One of the Major CourseTopics.

35% Group

Learning Task #3 Final paper 30% Individual

Weekly Course Schedule:

A detailed, suggested daily schedule of Course Topics. This schedule may change to meet the emerging needs

and dynamics of the participants in the course.

Date Topic Class content Reading / Assignments Due

Jan. 7 to 13 Course Introduction Discussion Forum:

Provide self-introduction in the

Blackboard Discussion forum. In

your introduction, you may wish to

share information about what you do

professionally, your scholarly

interests, your challenges and

experiences with leadership. You

may also add a photo or yourself.

Self-introduction due by Friday,

January 11 by 11:59 p.m.

Mountain time.

Jan. 14 to

20

Expectations of

Entrepreneurial

Leadership and the

Spectrum of

Organizations

Question Bank:What does entrepreneurial leadership

mean to you?

What assumptions about leadership

do you bring to this course?What were your “ah ha!” moments

from the article?

What are your questions, reflections

and thoughts around the spectrum of organizations?

Reimers-Hild, C., & King, J. W.

(2009). Six Questions for

Entrepreneurial Leadership and

Innovation in Distance Education.

Online Journal of DistanceLearning Administration,

12(4). Retrieved from

http://www.westga.edu/~distance/

ojdla/winter124/reimers-hild124.html









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Jan. 21 to

27

and

Jan. 28 to

Feb. 3

Major course topic:

Leadership and

management of

traditional non- profit organizations

Group #1 - Pecha Kucha-style

presentation and facilitation of the

discussion board.

Send your proposed readings to

your instructor by Fri. Jan. 18 for

approval.

Post your presentation by Mondayat 09:00

Feb. 4 to 10

and

Feb. 11 to

16

Major course topic:

Leadership and

management of

non-profit

organizations with

income-generating

activities



discussion board.


your instructor by Fri. Feb. 1 for

approval.

Post your presentation by Monday

at 09:00.

Note: This week concludes on

Saturday, February 16. All postings must be in by 11:59 p.m.

on Saturday night.

Feb. 17 to

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Reading Week - No classes Sunday, February 17 - Sunday, February 24, 2013

Feb. 25 to

March 3

and

March 4 to

10

Major course topic:

Social enterprise



discussion board for the week.


your instructor by Fri. Feb. 22 for

approval.

Post your presentation by Mondayat 09:00.

March 11

to 17 andMarch 18

to 24

Major course topic:

Socially responsible business


presentation and facilitation of thediscussion board for the week.


your instructor by Fri. March 9for approval.

Post your presentation by Monday

at 09:00.

March 25to 31 and

April 1 to 7

Major course topic:Corporate social

responsibility

Group #5 - Pecha Kucha-style presentation and facilitation of the


Send your proposed readings toyour instructor by Fri. March 22

for approval.


Note: No classes on Good Friday

- Friday, March 29, 2013

Final paper outline due bySunday, March 31, 2012 by11:59 p.m. Mountain Time



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April 8 to

14 and

April 15 to

16

Major course topic:

Traditional for-

profit business





your instructor by April 5 for

approval.


Final paper due by Tuesday,April 16, 2013 by 11:59p.m. Mountain Time

Changes to Schedule: Please note that changes to the schedule may occur in response to student questions

and conversations.

Learning Tasks and Assessment

There are three (3) required Learning Tasks for this course. Post any questions to the instructor using the Q&Aforum or via email.

1. Learning Task 1: Participation in and Contribution to Online Scholarly Community (35%)

Due: ongoing, January 8 to April 16, 2012

Active participation in the course discussion board, a minimum of once per week throughout the course. You are

expected to contribute a minimum of two to three paragraphs per week to the class discussion on the assignedweekly readings and course topics.

This learning task involves not only posting your own original contributions, but also providing feedback to

peers. Reflect on the assigned readings and presentations. Discuss these in some depth with your classmates.

Consolidate ideas, formulate questions, and demonstrate deep reflection, etc. Students are expected to

demonstrate professional deportment in an online learning environment and to use the discussion board as avirtual space to develop an online community of scholarship as graduate students.

Scholarly writing is expected and all writing in the discussion forum should be in APA style. When appropriate,

APA citations are to be used.

Due date: This is an ongoing component of the course. You are expected to contribute regularly and on a weekly

basis. Your instructor encourages you to contribute by the Wednesday of each week inorder to provide more opportunity for ongoing discussion. At the latest, your contributions for the

week must be posted by Sunday evening 11:59 p.m. Mountain Time each week of the course.

Overall tasks required:

· Reflections on assigned readings and presentation each week.· Friday, January 11 by 11:59 p.m. Mountain time.



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Criteria For Assessment of Learning Task 1

Criteria “Surface”Discourse: Doesnot meetrequirements (B-to B)

Meets Requirementsfor ScholarlyDiscourse (B+ to A-)

Deeper ScholarlyDiscourse: Meets Alland Exceeds SomeRequirements (A toA+)

ConstructiveUses of AuthoritativeSources

Readings are

summarized with little

or no critical analysis

or thoughtful

interpretation.

You critically evaluate

information sources and

recognize that even the best

are fallible.

You draw upon content

from the readings and

experiences, along with

additional information

sources, as data for one’sown knowledge building

and ideas-improving

processes.

Democratizing

Knowledge

You add your

contribution with little

recognition of others inthe group.

You recognize and praise

everyone’s work and help

others find neededinformation.

You treat all participants

as legitimate contributors

to the shared goals of thecommunity; all have asense of ownership of

knowledge advances

achieved by the group.

EpistemicAgency

You demonstrate a

personal sense of

direction, power,

motivation, and

responsibility.

You mobilize personal

strengths to set forth your

ideas and to negotiate a fit

between personal ideas

and ideas of others.

You mobilize personal

strengths to set forth your

ideas and to negotiate a fit

between personal ideas

and ideas of others, using

contrasts to spark and

sustain knowledge

advancement rather thandepending on others to

chart that course for you.

IdeaDiversity

You participate in

brainstorming different

ideas.

You play an active role in

putting forward different

ideas to create a dynamic

environment.

You play an active role in

putting forward different

ideas to create a dynamic

environment in which

contrasts, competition, and

complementarity of ideas

is evident, creating a richenvironment for ideas to

evolve into new and morerefined forms.

ImprovableIdeas

You accept or reject

ideas as truth on the

basis of logical

argument and evidence.

You treat all ideas as

factual, informed by

argument and evidence,

and improvable.

You treat all ideas as

improvable by aiming to

mirror the work of great

thinkers in gathering and

weighing evidence, and

ensuring that explanations

cohere with all available

evidence.



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KnowledgeBuildingDiscourse

Your contribution to

discourse allows

participants to express

and gain feedback on

their ideas, defend

different points of view,

arrive at conclusions.


discourse serves to

identify shared problems

and gaps in understanding.


discourse serves to

identify shared problems

and gaps in understanding

and to advance

understanding beyond the

level of the most

knowledgeable individual.

ScholarlyWriting

Non-scholarly writing

is presented

Scholarly writing – mostly

using APA writing style

with some editing

considerations to achieve

clarity.

Clear scholarly writing in

APA writing style.

APA citations You tend not to cite

sources using APA

standards.

You consistently cite

sources using APA

standards with very few

errors.


sources using APA

standards, paying

particular attention to

details, resulting in error-

free citations.

Frequency of contributions

Your contributions

average less than once

per week.

You contribute a

minimum of once per

week.

You contribute a

minimum of twice per

week.



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2. Learning Task 2: Presentation and Facilitation of One of the Weekly Course Topics(35%)

This group assignment is comprised of three discrete, yet inter-related components:

1. Presentation

2. Group discussion facilitation

3. Confidential peer evaluation

Due dates:

Part 1: Presentation due: Monday morning at 9:00 a.m. Mountain time.Part 2: Group discussion facilitation: Ongoing throughout the time assigned to yourgroup, starting at Monday morning at 9:00 a.m. Mountain time and concluding Sundayevening at 11:59 p.m. (unless otherwise stated)Part 3: Peer evaluation is e-mailed to your instructor by Tuesday at 11:59 p.m. of theweek following your facilitation.

This is a group project. You are responsible for a major topic of the course. Your main goal is to ensure that your

classmates understand the key points of the topic so that they can apply this new knowledge to their own

scholarly writing. This assignment is comprised of three discrete, yet inter-related components:

Part 1: Develop a Pecha Kucha-style presentation (20 images x 20 seconds) designed to highlight the key

points of the your topic. Your presentation should include narration (20 seconds per slide). Though you may use

any technology you wish to develop your presentation (e.g. PowerPoint, Keynote, etc.) ultimately, your

presentation should be presented to the class in a format that is accessible to all students (e.g. ideally Vimeo or

YouTube). Please note that Blackboard has limited disk usage capabilities and may not handle large multimedia

files very well. If you have the ability to post a link to a video site, this helps to avoid exceeding the allowed

space for our course.

Your presentation is a group endeavour, but the final result should be one cohesive, seamless presentation, rather

than “chunks” of individual presentations poorly linked together. Your objective is to work together as a team to

produce a final product that this polished, scholarly and ultimately aids in other students’ understanding of theykey concepts of the chapter you are responsible for.

Resources to aid in the design and development of your presentation:

http://www.pechakucha.org/

http://www.wired.com/techbiz/media/magazine/15-09/st_pechakucha

http://avoision.com/pechakucha

Part 2: Facilitate the class discussion for the week. This includes responding to student comments and

feedback, providing supportive feedback in a professional manner as a peer presenter, adding additional

resources as appropriate. At least one member of your group will facilitate at least once per day during the time

assigned to your group. All group members must actively participate in the facilitation of the

class discussion.

The group is responsible for selecting two (2) readings on the course topic. At least one reading is to be from a

peer-reviewed scholarly journal. The second reading does not necessarily have to be from a peer reviewed

journal, but must be a seminal work on the topic. You are strongly encourage to consult with your instructor

about the selection of the readings for the class.

Your group is responsible for developing thought-provoking discussion questions that are directly related to the

readings you have chosen and facilitating a class discussion based on those specific readings.









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One reading, along with your Pecha-Kucha-style presentation will be the focus for the first week. The other

reading will be the focus for the second week that your group is responsible for facilitating.

Part 3: Peer evaluation. Even though this is a group assignment, grades will be assigned on an individual basis.

The final component of this assignment is to provide to your instructor an assessment of your group peers, using

the feedback form provided by your instructor. This evaluation will be used to assist with the assignment of

grades to individual group members.

E-mail your instructor the peer evaluation form after you have completed it. Do not send it to

your group members or post it on Blackboard. This is your confidential assessment of your peers.


Criteria Does not meetrequirements (B- to B)

Meets Requirements(B+ to A-)

Meets all and exceedssome requirements (Ato A+)

Presentation deadline

Your presentation was posted

after the deadline of Monday

morning at 09:00 Mountain

time.


by the deadline of Monday


time.


prior to the deadline of

Monday morning at 09:00

Mountain time.

Pecha-Kuchaformat

Your presentation did not

follow the Pecha Kucha

format or exceeded the 6:40

time limit.

Your presentation followed

the Pecha Kucha format.

Your presentation followed

the Pecha Kucha format in a

captivating and compelling

manner.

Presentationorganization

Your presentation had nodiscernible introduction,

body or conclusion; or your

presentation was poorly

organized.

Your presentation had a clear introduction, body and

conclusion.

Your presentation had a clear introduction, body and

conclusion, with each section

transitioning seamlessly into

the other.

Key ideas Ineffective presentation of

key ideas.

Effective presentation of key

ideas of your topic.

You explicitly define and

highlight the central points of

your chapter.

Effective presentation of key

ideas of your topic.

You explicitly define and

highlight the central points of

your chapter in a compelling

and memorable manner.

Your classmates will

remember the main ideas

because of your stellar

presentation of key ideas.

Presentatio

ncoherenceand flow

Your presentation appeared

disjoined or appeared to be a patchwork of individual

presentations, rather than one

coherent presentation.

Your presentation was

coherent and flowedseamlessly from one slide to

the next.

Your presentation was

coherent and flowedseamlessly from one slide to

the next. The final result was

a presentation that was

captivating and engaging.

Presenters fully embrace the

challenge of offering a

compelling and persuasive

presentation in a very short

time period.



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Groupfacilitation -articleselectionsubmission

You did not submit your

proposed readings to your

instructor for approval by the

deadline or you required an

extension.

You submitted your proposed

readings to your instructor

for approval by the deadline.

You submitted your proposed

readings to your instructor

for approval prior to the

deadline.

Group

facilitation -articleselection

You did not select any peer

reviewed articles or you presented only one article for

discussion.

You selected two appropriate

readings, at least one of which was from a peer-

reviewed scholarly journal.

You selected two

appropriate, interesting andcompelling readings, at least

one of which was from a

peer-reviewed scholarly

journal.

Groupfacilitationfrequency

Group members do not

actively facilitate the class

discussion on a daily basis

during the week you are

facilitating.

Group members actively

facilitate the class discussion

on a daily basis during the

week you are facilitating.

Group members actively

facilitate the class discussion

more at least twice per day

during the week you are

facilitating.

Group

facilitation

No or minimal interaction

with the class. One-wordresponses or replies that do

little to further the

discussion.

You provide clear and

helpful support to your peersin a manner that engages

further thoughtful discussion.

You provide clear and

helpful support to your peersin a manner that engages

further thoughtful discussion,

adding additional resources

to the discussion. Your enthusiastic facilitation

continually co-constructs

knowledge with your

classmates throughout the

week.

Peerevaluation

deadline

You missed deadline or

required an extension to

complete the work.

Your confidential peer

evaluation was submitted via

e-mail to your by thedeadline of the Tuesday


time, of the week following

your group facilitation.

Your confidential peer

evaluation was submitted via

e-mail to your prior to thedeadline of the Tuesday


time, of the week following

your group facilitation.

Peerevaluationsubstance

There was a lack of peer

review or the peer review

was not constructive.

You assign each group

member a “peer review letter

grade”. You add commentary

that justifies the grade you

have assigned.

You assign each group

member a “peer review letter

grade”. You add commentary

that justifies the grade you

have assigned, providing

clear, helpful and fair

assessment.ScholarlyWriting

Non-scholarly writing is

presented

Scholarly writing – mostly

using APA writing style

with some editingconsiderations to achieve

clarity.

Clear scholarly writing in

APA writing style.



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APAcitations

You tend not to cite sources

using APA standards.


sources using APA

standards with very fewerrors.


sources using APA

standards, paying particular attention to details, resulting

in error-free citations.

3. Learning Task 3: Major Writing Assignment – Final Paper (30%)

Using the content you have learned in this course as a foundation, develop an original final paper.

You may write on any scholarly subject that interests you, but the topic must clearly address a problem of

practice or a research question related to our course topics. As this assignment includes reviewing current

literature in your field and demonstrating a firm grasp on the topic, as well as related theory and practice.

This final learning task is as much process-oriented, as it is product-oriented. You are to demonstrate

that you have thoughtfully engaged in the writing process from concept through to final production. You are

strongly encouraged to consult with your instructor throughout the process of developing your final paper.

This learning task is comprised of two discrete, yet inter-related components:

1. Concise final paper outline.

2. Final paper.

Due dates:

Part 1: Two-page outline due by Sunday, March 31, 2012 by 11:59 p.m. Mountain TimePart 2: Final paper due by Tuesday, April 16, 2013 by 11:59 p.m. Mountain Time

←

Details of your learning task

Part 1: Two-page outlineProvide a concise 1.5 to 2-page outline (exclusive of references) that clearly outlines your introduction, body

(main points and supporting points), preliminary recommendations and conclusion.

Include at least 5 references formatted according to APA style.

Part 2: Final paper

You are encouraged to consider the major course topics as a starting point for your paper. You may also write on

an organizational case study or another topic related to entrepreneurial leadership.

Elements of your final paper include, but are not limited to:

Length Ten (10) pages maximum, exclusive of title page, abstract, references and appendices.

Style APA Style throughout. Consult your APA Publication Manual (6th Ed.) for guidance on

writing style.

Format APA formatting throughout including but not limited to: title page, running head, headers

page numbers, double-spaced, 1-inch margins, 12 pt. serif font such as Times New Roman.

Resource to help you:



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http://owl.english.purdue.edu/owl/resource/560/01/

You are encouraged to dialogue with your instructor throughout the writing process. Post any questions to the

instructor using the Q&A forum or via email.


Criteria Does not meetrequirements (B- toB)

Meets Requirements(B+ to A-)

Meets all and exceedssome requirements (A toA+)

Outlinesubmission

You do not submit your

outline by the deadline or

require an extension.

You submit your outline

by the deadline.

You submit your outline prior

to the deadline.

Outline

length

Your outline is less than

1.5 pages or exceeds the2-page limit (exclusive of

references).

Your outline is between

1.5 and 2 pages.

Your outline maximizes the

allowable length of 1.5 to 2 pages.

Outline -APAformatting

Your outline does not

follow the general

formatting preferences of

APA.

Your outline follows the

general formatting

preferences of APA: 1-

inch margins, 12-point

serif font, but uses single

spacing.

Your outline demonstrates

exemplary use of the general

formatting preferences of APA:

1-inch margins, 12-point serif

font, but uses single spacing.

Outline -References

Your outline contains

fewer than 5 scholarly

references. Your references are notformatted using APA or

contain many APA errors.

You include at least 5

scholarly references

formatted with few APAerrors.

You include at least 5 scholarly

references accurately cited

using APA format

Final paper-Submission

You do not submit your

final paper by the

deadline; or require an

extension; or you submit

multiple versions or

corrected revisions of

your final paper.

You submit your final

paper by the deadline via

e-mail to your instructor

with no cover letter in the

body of your message.

You submit one final “clean”

copy of your final paper by the

deadline to your instructor via

e-mail with an appropriate

cover letter in the body of your

e-mail.

Final paper -Writing

Non-scholarly writing is

presented or your writing

does not adhere to APA

style.

Presents scholarly writing. Presents exemplary scholarly

writing that requires little to no

editing and demonstrates

adherence to APA standards.





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Final paper -Languageregister

Your writing is colloquial

or employs a language

register that is too casual

or intimate for a scholarly

paper.

You employ a

consultative language

register that is mostly free

of colloquialisms.

You employ a consultative or

formal register that strikes a

balance between scholarly

discourse and plain language,

without using language that isof such a high register that it

obfuscates your intended

meaning.

Final paper -Spelling,grammarandstructure

Your paper contains many

spelling, grammar or

structural errors.

Your paper contains very

few spelling, grammar or

structural errors.

Your paper is free of spelling,

grammar and structural errors.

You have employed consistent

spelling throughout your paper,

according to the preferences of

the journal you have chosen and

APA standards.

Final paper -length

Your final paper is shorter

than 9 pages or exceeds

the 10 page limit,

exclusive of title page,abstract, references and

appendices.

Your final paper is shorter

than is 9 to 10 pages in

length, exclusive of title

page, references andappendices.

Your final paper is shorter than

is 9 to 10 pages in length,

exclusive of title page,

references and appendices. Youmaximize the allowable

submission length to create a

pithy, concise and compelling

research paper.

Final paper -title

The title of your final

paper is vague or non-

descriptive.

A clear title to your final

paper is provided.

Your title is direct, clear

powerful invitation describing

article, suggesting argument or

implications; includes

searchable keywords in title.

Final paper -

Abstractkeywords

You do not provide

keywords in your abstract

You provide a minimum

of 3 precise keywords inyour abstract.

You provide a minimum of 5 to

10 precise keywords in your abstract.

Final paper -Abstractcontent

Your abstract is missing,

poorly written or

disorganized.

You provide a clear, well-

organized abstract for

your paper.

Your provide a clear, well-

organized, pithy and compelling

abstract for your paper.

Final paper -Introduction

No discernible

introduction, or the

introduction is poorlywritten.

The paper starts with a

clear introduction that

clearly identifies the pointof your paper.

Your paper starts with a

gripping first sentence.

The introduction clearlyestablishes the value of your

paper.

The introduction serves as a

“road map” to the reader;

articulates originality, the

topic’s novelty, appeal, timely

interest, what’s new about the

work and draws upon relevant

literature.



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Final paper -Organization &structure

Your writing is not clearly

organized. No clear

structure is discernible.

Main ideas are difficult to

identify.

Your article is clearly

organized.

Ideas are clearly

expressed.

Your work provides a

compelling opening (anecdotal,

subject, critical, significance,

historical or argumentative) and

conclusion that summarizes in a powerful way pointing beyond

the article.

Your article is clearly organized

with explicit APA headings and

subheadings for structure.

Final paper -Context

No clear context for the

research is provided.

Your research is clearly

situated within the current

and historical research or

professional context,

relating it to previous

work conducted in the

field.

Clearly describes the context

for the problem of practice (i.e.

may be related to previously

completed literature review,

your own classroom problem,

an innovation you would like to

design or try out, an action-

research project, capstone project idea, etc.).

Your research is clearly situated

within the current and historical

research or professional context,

relating it to previous work

conducted in the field.

Your work adds an original and

fresh perspective to the ongoing

conversation and debate on your

chosen topic.Final paper -Argument

No clear argument is

evident, or the argumentis weak.

Argument is illogical.

Your work develops and

delivers a coherent, clear and logical argument,

supported by pertinent

examples and data.

Your work develops and

delivers a coherent, clear andlogical argument, supported by

pertinent examples and data.

Expresses a coherent point of

view intended to influence and

persuade; directed to a broad

academic audience.

Your work demonstrates a

sophisticated development of your argument following

scholarly writing techniques.



16

Final paper -Significance

Your paper presents no

clear rationale or does not

clearly demonstrate the

significance of your work.

Clearly describes the

rationale for the work,

linking it to other relevant

and current works in the

field.

Clearly describes the rationale

for the work, explicitly situating

your research in the current

context of research in your

field. You articulate thedifference this work is intended

to make for other professionals

or scholars and demonstrateswhy readers should care about

it.

Final paper -Conclusions

A clearly articulated

conclusion is not provided

or the conclusion is

poorly constructed.

The conclusion clearly

and succinctly

summarizes the argument.

Summarizes argument and

restates the article’s relevance

to literature. The conclusion

points beyond the article to the

larger context, highlighting its

significance and provides

direction for future research.

Final paper -

Reference

Your paper contains fewer

than 8 scholarlyreferences or your

references are incomplete

or missing.

You pay little attention to

APA standards.

Contains cited references

with few APA errors.

Contains a complete list of

references, accurately citedusing APA format.



17

Grading Scale

Distribution of Grades

Grade GP Value Graduate Description

A+ 4.0 Outstanding

A 4.0Excellent - superior performance showing comprehensive understandingof the subject matter

A- 3.7 Very good performanceB+ 3.3 Good performance

B 3.0 Satisfactory performanceNote: The grade point value (3.0) associated with this grade is theminimum acceptable average that a graduate student must maintainthroughout the program as computed at the end of each year of theprogram.

B- 2.7Minimum pass for students in the Faculty of Graduate Studies

C+ 2.3

All grades below B- are indicative of failure at the graduate level andcannot be counted toward Faculty of Graduate Studies course

requirements.

C 2.0

C- 1.7

D+ 1.3D 1.0

F 0.0

*Based upon Faculty of Graduate Studies 2009/2010 Calendar, “Distribution of Grades”

All material used in the course is for the sole use of the individual and should not be recopied in either print or

digital format. For copyright guidelines, including those relating to photocopying and electronic copies, please

refer to the Association of Universities and Colleges of Canada (AUCC) fair dealing guidelines:

https://library.ucalgary.ca/sites/library.ucalgary.ca/files/Fair_dealing_policy_final_revised_March_2011-2.pdf

Academic Accommodation: Students with a disability, who require academic accommodation, need toregister with the Disability Resource Centre http://www.ucalgary.ca/UofC/Others/DRC MC 295, telephone 220-

8237. Academic accommodation letters need to be provided to course instructors no later than fourteen (14)

days after the first day of class. It is a student's responsibility to register with the DisabilityResource Centre and to request academic accommodation, if required.

Campus Security provides a range of services intended to promote and facilitate a safe and secure learning

and living environment, e.g. the SafeWalk program for students attending classes on campus. For more

information please visit http://www.ucalgary.ca/security/ or telephone (403) 220-5333.

The Freedom of Information Protection of Privacy Act prevents instructors from placing assignments

or examinations in a public place for pickup and prevents students from access to exams or assignments other

than their own. Therefore, students and instructors may use one of the following options: return/collectassignments during class time or during instructors' office hours, students provide instructors with a self-

addressed stamped envelope, or submit assignments, or submit/return assignments as electronic files attached to

private e-mail message.----------------------------Students are advised to become familiar with the Faculty of Graduate Studies policies and the University of

Calgary support services in these areas: intellectual property, academic integrity, plagiarism, research ethics,

effective writing, and English language proficiency. Information about these topics is available through the

following web addresses:

· http://www.grad.ucalgary.ca/Policies%20and%20Procedures.aspx

· http://www.ucalgary.ca/honesty/


http://www.ucalgary.ca/UofC/Others/DRC



http://www.ucalgary.ca/security/

http://www.grad.ucalgary.ca/Policies%20and%20Procedures.aspx

http://www.ucalgary.ca/honesty/



http://www.ucalgary.ca/security/

http://www.grad.ucalgary.ca/Policies%20and%20Procedures.aspx

http://www.ucalgary.ca/honesty/



18

· http://www.ucalgary.ca/research/compliance/ethics/

Thinkers, Writers and Scholars

The following individuals are well known for their work in leadership. You are encouraged to consult works by

these people throughout the course and in particular, for your final paper.

Experts in education Experts from other disciplines

Michael Apple

Stephen Ball

James Banks

Michael Barber

Nick Burbules

W.L. Boyd

David Cohen

Larry Cuban

Linda Darling-Hammond

Amanda Datnow

Lorna Earl

Joyce EpsteinMichael Fullan

Jane Gaskell

Henry GirouxThomas Greenfield

Alma Harris

Erik Hanushek

Andy Hargreaves

David Hargreaves

Mark Holmes

John Holt

David Hopkins

Alfie KohnJonathan Kozol

Ken Leithwood

Henry Levin

Karen Louis

Allan LukeRon Manzer

Peter McLaren

Milbrey McLaughlin

Bill MulfordJeannie Oakes

Diane Ravitch

Lauren Resnick Viviane Robinson

Seymour Sarason

Karen Seashore Louis

Louise Stoll

Geoff Whitty

Doug Willms

Chris Argyris (and Don Schon) - psychology

Robin Barrow - philosophy

Warren Bennis - business

Basil Bernstein – sociology, linguistics

Pierre Bourdieu - soc

James Coleman - soc

Jim Collins - business

David Cooperrider

John Dewey - phil

Peter Drucker – organization theory

Emile Durkheim - soc

Michel Foucault - socAnthony Giddens - soc

Erving Goffman - soc

Jurgen Habermas - philCharles Handy – org theory

Sandra Harding - phil

Ron Heifetz - leadership

Daniel Khanemann and Aaron Tversky - psych

John Kretzmann - community development

Thomas Kuhn - phil

Charles Lindblom - mgmt

James March - org theory

Karl Marx - economicsJohn McKnight - community development

Douglas McGregor – org theory

Alasdair McIntyre - phil

John McMurray - phil

Linda McQuaig - politicsHarry Mintzberg - mgmt

Talcott Parsons - soc

Stephen Pinker - psych

Karl Popper - philB F Skinner - psych

Keith Stanovich - psych

Frederick Taylor - socLev Vygotsky - psych

Max Weber – soc

Aaron Wildavsky

http://www.ucalgary.ca/research/compliance/ethics/

http://www.ucalgary.ca/research/compliance/ethics/



19

Some Important works

Anyon, J. (1997). Ghetto schooling. New York: Teachers College Press.

Apple, M. (1996). Cultural politics and education. New York: Teachers’ College Press.

Bennis, W. G., & Townsend, R. (1995). Reinventing Leadership: Strategies to Empower the

Organization. N.Y.: Harper Collins.

Berger, P. & Luckmann, T. (1967). The social construction of reality. New York: Anchor.

Berliner, D. (2002). Educational research: The hardest science of all. Educational Researcher 31(8), 18-20.

Bernstein, R. (1976). The restructuring of social and political theory. Philadelphia: University of

Pennsylvania Press.

Bottery, M. (1998). Professionals and policy: Management strategy in a competitive world.

London: Cassell.

Bowles S. and Gintis. H. (1976). Schooling in Capitalist America: Educational Reform and theContradictions of Economic Life. London: Routledge.

Bryk, A.S., Sebring, P.B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools forimprovement: Lessons from Chicago. Chicago: University of Chicago Press.

Burns, J. M. (1978). Leadership. New York: Harper & Row.

Callahan, R. (1962). Education and the cult of efficiency: A study of the social forces thathave shaped the administration of the public schools. Chicago: University of Chicago Press.

Chubb, J. E., & Moe, T. M. (1990). Politics, markets, and America's schools. Washington, D.C.: The

Brookings Institution.

Cohen, March, J. & Olsen (1972). A garbage can model of organizational choice. Administrative ScienceQuarterly, 17 (1) 1-25.

Coleman P. & Collinge, J. (1998). Parent, student and teacher collaboration. Thousand Oaks, CA:

Corwin.

Collins, J. (2001). Good to Great: Why Some Companies Make the Leap... and Others Don't.

New York: Harper Collins.

Collins, J. (2005). Good to Great and the Social Sectors: Why Business Thinking is Not the

Answer: A Monograph to Accompany Good to Great. Boulder, Colorado.

Connell, R. W. (1982). Making the difference. Sydney, AU: George Allen & Unwin.

Cooperrider, D. L. (2007). Business as an agent of world benefit: Awe is what moves us forward. Retrieved

from http://appreciativeinquiry.case.edu/practice/executiveDetail.cfm?coid=10419

Cooperrider, D. L., & Whitney, D. (2008). A positive revolution in change: Appreciative inquiry. Retrieved

from http://appreciativeinquiry.case.edu/uploads/whatisai.pdf

http://appreciativeinquiry.case.edu/practice/executiveDetail.cfm?coid=10419

http://appreciativeinquiry.case.edu/uploads/whatisai.pdf

http://appreciativeinquiry.case.edu/practice/executiveDetail.cfm?coid=10419

http://appreciativeinquiry.case.edu/uploads/whatisai.pdf



20

Cooperrider, D. L., Whitney, D., & Stavros, J. M. (2003). Appreciative inquiry handbook. Bedford

Heights, OH: Lakeshore Publishers.

Csíkszentmihályi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and

Row.

Cushman, K. (2010). Fires in the Mind: What Kids Can Tell Us about Motivation and Mastery.

San Francisco, CA: Jossey-Bass.

Dalton, M. (1959). Men who manage. New York: Wiley.

Dror, Y. (1986). Policy-making under adversity. New Brunswick, NJ: Transaction.

Edelman, M. (1988). Constructing the political spectacle. Chicago: University of Chicago Press.

Elmore, R. (2004). School reform from the inside out: Policy, practice, and performance.

Cambridge, MA: Harvard Education Press.

Fullan, M. (2007). The New Meaning of Educational Change. 3rd edition. New York: Teachers

College.

Giddens, A. (1994). Beyond left and right. Cambridge, UK: Polity Press.

Gidney, R. (1999). From Hope to Harris: The reshaping of Ontario’s schools. University of Toronto

Press.

Greenfield, T and Ribbins, P. (eds.) (1993) Greenfield on Educational Administration. London:

Routledge.

Grubb, N. (2009). The money myth. New York: Russell Sage Foundation.

Gutmann, A. (1987). Democratic education. Princeton, NJ: Princeton University Press.

Hargreaves, A. & Fullan, M. (eds.) (2009). Change wars. Bloomington, IN: Solution Tree.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating toachievement. Routledge: United Kingdom, pp. 1-375.

Heath, J. (2001). The efficient society: Why Canada is as good as it gets. Toronto: Viking.

Heifetz, R. A. (1994). Leadership without easy answers. Cambridge, MA: The Belknap Press of

Harvard UP.

Hirschman, A. (1970). Exit, voice, and loyalty. Cambridge, MA: Harvard University Press.

Holt, J. (1964). How children fail. New York: Pitman. And Holt, J. (1967). How children learn. New

York: Pitman.

Hughes, J., Martin, P. & Sharrock, W. (1995). Understanding classical sociology: Marx, Weber,Durkheim. London: Sage.





22

Stanovich, K. (2005). The Robot’s Rebellion. Chicago: University of Chicago Press.

Stone, D. (1988). Policy paradox and political reason. New York: HarperCollins.

Tavris, C., & Aronson, E. (2008). Mistakes were made… but not by me. Boston: Houghton Mifflin.

Thaler,R. & Sunstein, C. (2008). Nudge: Improving decisions about health, wealth, and

happiness. New Haven: Yale University Press.

Tinder, Glenn. Political Thinking. 5th ed. New York: HarperCollins, 1991. 6th edition 2004.

Thrupp, M. (1999). Schools making a difference: Let’s be realistic! Buckingham: Open University

Press.

Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007). Teacher Professional Learning and Development, Best

Evidence Synthesis (BES) Iteration, Ministry of Education, Wellington New Zealand.

Wilkinson, R. & Pickett, K. (2008). The spirit level. London: Penguin.

Weick, K. (1976). Educational organizations as loosely coupled systems. Administrative ScienceQuarterly, 21(1). 1-19.

Willis, P. (1977). Learning to Labour: How Working Class Kids Get Working Class Jobs.

Westmead: Saxton House.

DiMaggio P. & Powell, W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality

in organizational fields. American Sociological Review, 48(2), pp. 147-160.

Ungerleider, C. (2003). Failing our kids: How we are ruining our public schools. Toronto:

McClelland and Stewart.

Wildavsky, A. (1979). Speaking truth to power. Boston: Little Brown.

OECD – the PISA reports – 2007, 2010

Some Important Journals in Educational AdministrationCanadian Journal of Educational Administration and Policy (online)

Educational Administration Quarterly

Educational Leadership, Management and Administration

Educational Policy

Education Policy Analysis Archives (online)International Journal of Education Leadership

Journal of Educational Administration

Journal of Educational Administration and FoundationsJournal of Educational ChangeJournal of Education Policy

Leadership and Policy in Schools

School Leadership and Management

Important general journals in educationAlberta Journal of Educational Research

Canadian Journal of Education

Educational Researcher

Documents

Course Outline 619.98 Winter 2013 Eaton - DRAFT