Fall 2019 - EDUC 818 G031

Leadership Studies (5)

Class Number: 8682

Delivery Method: In Person

Overview

Course Times + Location:

Location: TBA

Instructor:
Anisha Arora
anisha_arora@sfu.ca
Office Hours: By appointment
Instructor:
Chris Rogerson
rogerson@sfu.ca
604-551-6968
Office Hours: By appointment

This course examines three interrelated aspects of educational leadership studies of conceptual and theoretical foundations, with a particular emphasis on ethics of leadership; current research in the field, including feminist and cultural critiques; and topical issues and problems of leadership practice. Considerations of leadership character and role, power and authority in organizational relationships, and organizational goal achievement are central to the course.

COURSE DETAILS:

Meeting Dates:
Sept. 20/21
Oct. 4/5
Oct. 25/26
Nov. 8/9
Nov. 22/23

Times:
Fridays: 5:00pm-9:00pm
Saturdays: 9:00am-4:00pm

Location: SFU- Surrey Campus Room: 3200

COURSE RATIONALE
Leadership in higher education is contextual based upon the individual, the scope of work, the institution, and cultural perspectives. The purpose of this course is to critically explore the relationship between leadership theory and practice in the diverse contexts of post-secondary education. Therefore, this course will use leadership theory to explore the profession of student affairs and the intersectionality of culture and inclusion within our own leadership practice. As practitioners and leaders, we lead through our praxis in and outside our own defined roles, and as such, we are leaders for students to engage in the content but also with the institution. Therefore, this course will explore how we as leaders support and engage students with the broader post-secondary experience by connecting theory, research, and praxis.

COURSE-LEVEL EDUCATIONAL GOALS:

GOALS & LEARNING OUTCOMES
At the end of this course students will:
a)    develop your understanding of various historical and emerging tenants of various leadership theories and student development theories.
b)    gain an appreciation for and insight into the concepts of leadership skills and leadership styles across the post-secondary sector
c)    identify how power, privilege, and culture influences leadership roles within higher education.
d)    develop an awareness of your personal approaches to leadership within post-secondary education and your professional area (e.g., student affairs and services)
e)    share and contrast your personal styles of leadership with colleagues through discussion, assessment, and case studies.
f)     critically reflect on the strengths and weaknesses of leadership theories, student affairs and services theories, and in personal leadership skills.
g)    identify opportunities within your practice to apply various leadership actions or skills that are appropriate for the leadership context
h)    construct a useful set of individual leadership and student services theories designed to assist you in confronting complex issues.
i)     develop methods which promote effective team formation and work management.
j)     develop a personal leadership approach that is relevant for your practice and that is culturally appropriate for the educational setting of your role.
k)    reflect on your leadership approach and identify appropriate student affairs competencies necessary to be a leader in your field.

Grading

In-class and online participation 20%
Reflective Portfolio 10%
Theory to Praxis Paper 25%
Team Leadership Presentation 20%
Team Case Study & Presentation 25%

NOTES:

Grading Subject to Change: Course assignments, due dates, and grading structure will be finalized our first weekend together.

Graduate General Regulations 1.5.1
Normal Grading System:
A+ = 4.33 points
A = 4.00
A- = 3.67
B+ = 3.33
B = 3.00
B- = 2.67
Normally, graduate students must maintain a cumulative GPA of 3.0

Materials

REQUIRED READING:

Cull, I., Hancock, R.L.A., McKeown, S., Pidgeon, M., & Vedan, A. (2018). Pulling together: A guide for Indigenization of post-secondary institutions – Front-line staff, student services, and advisors. British Columbia, CA: BC Campus file:///C:/Users/A00922111/Downloads/Pulling-Together-A-Guide-for-Front-Line-Staff-Student-Services-and-Advisors-1538608100._print%20(1).pdf

Hardy Cox, D. & Strange, C. (Eds.) (2010). Achieving Student Success: Effective Student Services in Canadian Higher Education. Montreal: McGill-Queen’s University Press
ISBN: 9780773536277

Northouse, P.G. (2018). Leadership: Theory and practice. 8th ed. Thousand Oaks, CA: SAGE Publications
ISBN: 9781544326443

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

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