Spring 2020 - EDUC 830 G031

Implementation of Educational Programs (5)

Class Number: 7350

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA



Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.


Meeting Dates:
Jan 17, 18
Jan 31, Feb 1
Feb 14, 15
Feb 28, 29
Mar 13, 14 

Fridays, 4:30 – 9:00 pm
Saturdays, 8:30 am – 4:30 pm  

SFU Vancouver (Harbour Centre) Campus, Room 1525

Course Rationale:
Educational programs and policies appear in many varieties.  They may be implemented nationally, provincially, within a single institution, within a single department, or within the practice of a single instructor.  They may also receive “personalized” implementation as “individual education programs.”  Implementations of educational programs can vary broadly in content, configuration, and procedural approach, and they can occur within public sector, not for profit, and/or private sector agencies.

High quality program implementation is an essential factor in furthering the development and improvement of educational programs and policies.  Ideally, program implementation is a collaborative, dialogical, and reflective process, during which an implementation team works closely with program administrators, program staff, and representatives of other relevant stakeholder groups to design, refine, communicate, and instantiate a multi-stage implementation process that is educationally appropriate; respectful toward both the clientele and the aims of the institution; and transparently inclusive of all stakeholders.

Leaders at all levels of educational organizations need to understand and apply the principles and procedures of effective program implementation, whether in regard to ongoing reflective practice; program review or revision; radical redesign of an educational program; or in response to a new policy initiative.

Course Description:
The course will involve theoretical and practical aspects of educational program implementation as practiced in various contexts, including the relevant concepts, methods, processes, applications, and tools of implementation, which should include regular formal evaluation and communicative legitimation of subsequent actions.

Students will be expected to apply their developing knowledge and understanding of implementation theories, processes, practices, and procedures to their current professional settings and the educational program areas in which they are involved.  Students will share their perceptions, reflections, and findings with the instructor and other members of the cohort, both informally in small group discussions and more formally in their written work and in their presentations to the class.

Students will receive ongoing descriptive and developmental feedback regarding both concepts and practices related to the implementation of educational programs.


The broad goals for students enrolled in this course can be expressed as follows:  

  • To conceptualize and interpret relevant educational knowledge and theory.
  • To encounter, experience, experiment with, and critique relevant methods of educational research and program implementation.
  • To encounter, conceptualize, reflect upon, design, and apply diverse educational and ethical practices pertaining to program implementation.  
  • To communicate, in various modalities, in accord with the expectations of the disciplines involved in the implementation of educational programs.  
  • To act ethically, responsibly, and with growing initiative as scholar-practitioners in both scholarly and professional capacities pertaining to program implementation.  
  • To examine and cultivate values of ethical educational engagement, including community engagement, international (and transdisciplinary) engagement, and engagement among diverse identities and within marginalized constituencies, with particular attention to indigenous communities.


  • Proof of Course Participation (eg. Notebook, Glossary of Terms) 10%
  • Participation in Small Group and Plenary Dialogue 10%
  • Individual Participation and Proficiency in Presentation(s) 10%
  • Midterm (3 Minor assignments): 30%
  • Presentation of Major Project Outline and Intentions 10%
  • Final (Major Project: Case Study) 30%


Details of assignments will be provided to students in the extended course outline.

(Apply to the written assignments and the oral presentations)

A+ Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to relate theoretical discussions to practice accurately; critical evaluation of readings and discussions and lectures giving evidence of independent and consistent judgment; fluent and appropriate use of relevant concepts; careful attention to the ideas of others, and respect in addressing them; imaginative organization and presentation of written and oral work.  

A As above, but at a somewhat lower level of quality.

A- Clear use of relevant literature and background reading; appropriate use of relevant concepts; sound structure and good organization; sound critical evaluation; linkages with wider issues made clearly; courtesy in dealing with others’ ideas and opinions. Competent organization and presentation of written and oral work.

B+ Reasonably accurate grasp of key concepts and issues; analyses and discussions relevant and appropriate; adequately clear structure to written work; readings sensibly incorporated into arguments; evaluative discussions made accurately and sensibly; courtesy in dealing with others’ ideas and opinions. The organization and presentation of written and oral work is adequate.

B As above, but at a somewhat lower level of quality.

C+ Little evidence of required reading or little evidence that it has been adequately understood; limited grasp of the concepts being discussed; divergence from the main point to only peripherally or superficially related items; largely dealing with anecdotal or concrete instances rather than with the level of principles and theories; largely descriptive writing with little analysis, though showing some grasp of the main issues. The organization and presentation of written and oral work is lacking.

C As above, but at a somewhat lower level of quality.

C- Solely descriptive and only peripheral points engaged; lack of evidence of reading
or limited understanding of what read; conceptual confusion, irrelevant and muddled material poorly organized.



Fullan, M. (2004). Leading in a culture of change. San Francisco, CA: Josssey Bass. 
ISBN: 0-7879-6969-9

Kotter, J. (2012). Leading change. Cambridge, MA: Harvard Business School Press.
ISBN: 978-1-4221-8643-5

A variety of additional journal articles and online sources, along with a draft outline of dates for various topics, assigned readings, and submissions of assignments, will be provided in the extended course outline, prior to the commencement of classes.


Honig, M. I. (2006). New directions in education policy implementation; Confronting complexity. New York: SUNY Press.

(Please don’t purchase this book, unless you really want it in your personal library. It is expensive.)

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