Subject:

Management and leadership of organisational institutions

Module:

Health Care Sciences

Holder of subject:

Dr Nada Trunk Širca, Professor

Education providers:

  • Dr Brigita Skela Savič, Associate Professor
  • Dr Andrej Koren (guest lecturer)
  • Dr Mateja Brejc (guest lecturer)

Contact hours - lectures:

20

Contact hours - seminar:

30

Contact hours - exercises:

 

Individual student work:

75

ECTS:

5

Level of study:

Third cycle study program Health Care Sciences

Semester:

Summer

Language:

Slovene/English

Subject specific competences:

 

The student:

  •  

Mandatory  and recommended references:

 

 

 

 

 

Mandatory references:
 

  • Brejc, M., 2014. Krepitev zmožnosti za samoevalvacijo v šolah. Kranj: Šola za ravnatelje.
  • Brejc, M. & Koren., A., 2014. Implementing external evaluation in scholls: the case of Slovenia. International journal of management in education, 8(4), pp: 374-390. 
  • Bush, T., 2003. Theories of Educational Management. London: P. Chapman.
  • Davies, B., ed. 2009. The essentials of school leadersip. London: SAGE.
  • Handy, C., 1999. Understanding organizations. Penguin: London.
  • Hargreaves, A., 2013. Uplifting your performance, your people and yourself. Available at: https://www.youtube.com/watch?v=zw3BmmsJd0I
  • Fullan, M.,2014. New Pedagogy between Students and Teachers. Available at: https://vimeo.com/94135971
  • Fullan, M., 2015. Three Keys for Maximizing Leadership Impact.
  • Komljenovič, J., & Marjetič, E., 2010. Drzna Slovenija: na poti v družbo znanja. Ljubljana: Ministrstvo za visoko šolstvo, znanost in tehnologijo. Available at: http://www.mvzt.gov.si/fileadmin/mvzt.gov.si/pageuploads/pdf/visoko_solstvo/statistika_visokega_solstva_07072010.pdf
  • Koren, A., 2014. Teorije organizacij in vodenja. Celje: MFDPŠ. 
  • Morgan, G., 2004. Podobe organizacij. Ljubljana: FDV.
  • Northouse, P.G., 2013. Leadership. Theory and Pratice. London. Available at:  
  • https://www.youtube.com/watch?v=z_FyUAsO-Pg 
  • Sahlber, P., 2012. GERM that kills schools. Available at: https://www.youtube.com/watch?v=TdgS--9Zg_0 
  • Trunk Širca, N., ed., 2010. Model učinkovitega managementa visokošolskega zavoda (Znanstvene monografije Fakultete za management). Koper: Fakulteta za management. Available at:  http://www.fm-kp.si/zalozba/ISBN/978-961-266-080-2.pdf
  • Brejc, M., Jurič, A. & Širok, K., 2008. Študija nacionalnih in mednarodnih pristopov h kakovosti v vzgoji in izobraževanju. Kranj: Šola za ravnatelje. 
  • Brejc, M., Koren, A. & Zavašnik Arčnik, M., eds. 2011. Ugotavljanje in zagotavljanje kakovosti: teorija in praksa uvajanja samoevalvacije v šole in vrtce. Kranj: Šola za ravnatelje. 
  • Earl, L.M., Kuin, L. & Schildkamp, K., 2012. Data-Based Decision Making in Education: Challenges and Opportunities. Dordrecht: Springer.
  • Elmore, R.F. 2007. Educational Improvement in Victoria. Melbourne: Office for Government School Education. 
  • MacBeath, J. 2006. School Inspection and Self-Evaluation: Working with the New Relationship. London: Routledge. 
  • OECD, 2013. Synergies for Better Learning. International Perspective on evaluation and Assesssment. Pariz: OECD. 
  • Sahlberg, P. & Hargreaves, A., 2011. Finnish Lessons: What Can the World Learn from Educational Change in Finland? New York: Teachers College Press.
  • Leithwood, K., 2011. Leadership and student learning: what works and how. In: J. Robertson, & H. Timperley, eds. Leadership and Learning. London: SAGE publications, pp: 41‒55.
  • Robinson, V.M.J., 2011. Learning-centered leadership. San Francisco: Jossey-Bass.
  • Seashore, L.K., Leithwood, K., Wahlstrom, K.L., & Anderson, S.E., 2010. Investigating the Links to Improved Student Learning. Final report of research findings. Minnesota: University of Minnesota; Toronto, Canada: Ontario institute for studies in education at The University of Toronto; Wallace foundation. Available at: http://www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Documents/Investigating-the-Links-to-Improved-Student-Learning.pdf

Conditions for the inclusion in the study:

None.

Assessment methods:

  • assigments - 50%
  • oral or writen exam - 30%
  • active participation - 20%

Teaching methods:

Frontal teaching; Work in smaller groups or pairs; Explanation; Conversation/discussion/debate; Work withh text; Case study; Role-play; Public presentation; Guest from practice.