UNIT CODE EDLE641 UNIT TITLE VALUES AND LEADERSHIP ...

UNIT CODE EDLE641
UNIT TITLE VALUES AND LEADERSHIP
CREDIT POINTS 10
DISCIPLINE CLUSTER AND WEIGHTING
RELATIONSHIP TO OTHER UNITS This is one of two core units in the Master of Educational
Leadership and the Postgraduate Certificate in Educational
Leadership.
PREREQUISITES Nil
DESCRIPTION
This unit focuses on leadership as an ethical and relational process of influence. This perspective views
leaders not only as efficient managers and productive practitioners, but also as moral human beings. The
content and processes of the unit are designed to help students understand the valuing process and be
better prepared to make responsible choices in complex, often tension-filled, situations.
Experiences in the unit will be designed to assist students to develop insights into the origins of their
values, and an appreciation of the importance of the congruency:
among personal values;
between personal and organisational values;
among different values in the organisation; and
between values and practice.
The unit will offer insights into ethical, moral and virtuous frameworks used for the study and analysis of
life in schools. The unit will assist students to combine the intellectual and the moral into frameworks that
help transcend knowledge generation and skills development to allow reflective critique of contemporary
dilemmas. It emphasises the promotion of personal and professional growth and development through an
exploration of what it means to be human and authentic.
LEARNING OUTCOMES
On completion of this unit students will be expected to be able to:
1. understand the impact of philosophy, values, morals, ethics and virtues on leadership (Graduate
attribute V1);
2. appreciate the diverse and sometimes conflicting theoretical approaches to culture, values and
ethics in leadership (Graduate attributes I1 and V3);
3. enable students to recognise and analyse valuing and ethical issues and resultant dilemmas
(Graduate attribute P1);
4. analyse values congruency and conflict within organisations (Graduate attributes I4 and V2);
5. utilise a range of approaches and models to analyse personal and organisational values and
resolve ethical and moral dilemmas within their life (Graduate attribute I4);
6. analyse and critique behaviour associated with professional responsibility and leading authentically
(Graduate attribute P2);
7. develop a personal credo and code of conduct built upon an understanding of their personal
philosophy, values, motivations and beliefs (Graduate attribute I2);
8. understand the linkages between philosophy, authenticity, integrity, morality and ethics in
leadership (Graduate attribute I2, P3); and
9. appreciate the place of Gospel values as an ethical framework for Catholic education (Graduate
attributes V3 and !4).

On successful completion of this unit, students will have progressed in the development of the following
ACU graduate attributes:
Intellectual
I1. critical and analytical abilities
I2 enthusiasm to search for further knowledge and understanding
I3 open-mindedness and receptiveness to new ideas
I4 expertise in chosen academic field.
Professional
Values
P1 knowledge and skills to meet relevant professional requirements
P2 understanding of and commitment to professional ethical standards
P3 information literacy, communication and interpersonal skills.
V1 commitment to values consistent with the University’s Mission
V2 a spirit of service to the community
V3 commitment to good citizenship, including respect for individuals, empathy with persons of
differing cultural and religious backgrounds, community responsibility and concern for the
environment
V4 a high regard for equity and human rights in the context of a broad understanding of globalization.
CONTENT
Topics will include:
Leading as a relational process of influence
Leading as a philosophical, moral, valuational, cultural and ethical process
The role of values, beliefs, motivations and virtues in ethical behaviour
Ethical and moral reasoning in the context of educational leadership
Frameworks and models for ethical decision-making in schools
Classical and contemporary approaches to the study of valuing and ethical leadership: The Greeks,
Hodgkinson, Starratt, Shapiro and Stefkovich, and Branson
Moral literacy and problematics in schools
Development of a personal philosophy and code of ethics for leading
The relationship of valuing and ethics to principle-centred, moral, creative, servant and authentic
approaches leadership
Development of a personal and professional platform based on an alignment of values, beliefs,
motivations and behaviours.
TEACHING ORGANISATION
In addition to lectures on the key concepts found in the literature, there will be opportunities for group
discussion, private reflection and practical activities. Face-to-face teaching, conventional distance
education materials and electronic modes of delivery may also be used. These methods will allow
students to participate in an intense dialogue, using a variety of investigative methodologies, sorting
through various sources and types of evidence to identify underlying patterns, structure or significance.
These methods are also intended to engage students as active participants in the learning process and
encourage them to become independent learners. There will be respect for students’ views and
responses, an understanding of an individual's knowledge, capabilities and backgrounds and a concern
for the welfare and progress of individual students.

ASSESSMENT
There will be two or three assignments totalling 5,500 words. Length will depend on weighting.
Assignment one is compulsory and students can elect to do either or both assignment two and three.
Overview of Assessments
Brief Description of Assessment
Tasks
Assignment one
Personal reflection task based on analysis
of values with implications for learning for
leadership.
Assignment two
Analysis of organised situations requiring
use of models of choice and ethical issue.
Assignment three
Negotiate personal, scholarly project with
a focus on leadership.
Weighting % Learning
Outcome/s
Assessed
40% 1, 3, 4, 6, 7.
30% or 60%
30% or 60%
2, 3, 4, 5, 6, 7,
8.
2, 3, 4, 5, 6, 7,
8.
Graduate
Attributes/
Generic Skills
(i.e. I3, V1 etc)
I1.I2, I3, P2 ,
V2, V4
I1,!4,P1, P2,
V1, V2,
V4
I1,14,P1, P2, V1,
V2, V4
In order to satisfy requirements for this unit, students are expected to submit all assessment tasks and
to participate in classes and/or prescribed online activities.
REPRESENTATIVE REFERENCES
Begley, P.T., & Johaansson. O. (Eds.). (2003). The ethical dimensions of school leadership, Boston:
Kluwer Academic Publishers
Begley, P. (2006). Self knowledge, capacity and sensitivity: Prerequisites to authentic leadership by
school principals. Journal of Educational Administration, 44(6), pp. 35-52.
Branson, C .M. (2006). Beyond authenticity: Contemporary leadership from a world view perspective,
Values and Ethics in Educational Administration, 4(4).
Branson, C. M. (2005). Exploring the concept of values-led principalship, Leading and Managing, 11(1),
pp.14-31.
Cacioppe, R., & Edwards, M. (2005). Seeking the holy grail of organisational development: A synthesis of
integral theory, spiral dynamics, corporate transformation and action inquiry. Leadership and
Organization Development Journal, 26 (2), pp.86–105.
Duignan, P. (2007). Educational leadership: Key challenges and ethical tensions. Sydney: Cambridge
University Press.
Duignan, P., Benjamin A., Burford, C., Collins, V., Cresp, M., d’Arbon, T., et al. Contemporary challenges
and implications for leaders in frontline human service organisations (SOLR). Sydney: Australian
Catholic University.
Duigan, P., Butcher, J., Spies-Butcher, B., & Collins, J. (2005). Socially responsible indicators: A
framework for action in service organisations. Sydney: Australian Catholic University.
Henderson, M., & Thompson, D. (2003). Values at work: The invisible threads between people,
performance and profit. Auckland: Harper Collins.
Hodgkinson, C. (2002). Victoria’s secret: A rejoinder and an agenda. Values and Ethics in Educational
Administration Journal, 1(2), pp.1-7.
Hultman, K., & Gellermann, B. (2002), Balancing individual and organizational values: Walking the
tightrope to success. San Francisco: Jossey-Bass/Pfeiffer.
McGraw, P. C. (2001). Self matters: Creating your life from the inside out, New York: Simon and Schuster
Source.

Shapiro, J., & Stefkovich, J. (2005). Ethical leadership and decision making in education: Applying
theoretical perspectives to complex dilemmas (2 nd ed.). Mahway, NJ: Lawrence Erlbaum
Associates.
Starratt, R. J. (1994). Building an ethical school: A practical response to the moral crisis in schools.
London: Falmer Press.
Starratt, R. J. (2004). Ethical leadership. San Francisco: Jossey Bass.
Taylor, C. (1991). The ethics of authenticity. Cambridge, MA: Harvard University Press.
Tuana, N. (2007). Conceptualising moral literacy. Journal of Educational Administration, 45(4), p.p. 364-
378.
Walker, A. (2003). Developing cross-cultural perspectives on education and community. In P.T. Begley, &
O. Johansson. (Eds.) The ethical dimensions of school leadership. Dordrecht: Kluwer Academic
Press, pp. 145-160.