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Training Centres as Organisations and their Institutional Approaches

Code: 45444
Credits: 10
2026/2027
Degree programme Type Course
School Leadership for Educational Innovation OB 1

Contact lecturer

Name :
Maria Carme Armengol Asparo
Email :
carme.armengol@uab.cat

Teaching staff

Diego Castro Ceacero

Group languages

You can consult this information at the end of the document.

Prerequisites

No prerequisites have been established to study this subject

Objectives

Know, understand and analyze the components of educational organizations, the main institutional approaches that an educational institution must have

Learning outcomes

  • CA01 (Contextualise institutional approaches to the values and standards in force in the internal and external context.) Contextualise institutional approaches to the values and standards in force in the internal and external context.
  • CA02 (Design plans, programmes and projects aimed at building safe, healthy and sustainable organisations.) Design plans, programmes and projects aimed at building safe, healthy and sustainable organisations.
  • KA01 (Clearly and unambiguously define the strategies for the specific development of the different organisational components and dynamics.) Clearly and unambiguously define the strategies for the specific development of the different organisational components and dynamics.
  • KA02 (Characterise each of the components and dynamics that make up organisations by analysing the different approaches, foundations and models.) Characterise each of the components and dynamics that make up organisations by analysing the different approaches, foundations and models.
  • SA01 (Review areas for improvement based on institutional evaluation instruments focused on organisational components and dynamics.) Review areas for improvement based on institutional evaluation instruments focused on organisational components and dynamics.

Contents

Change as a need and opportunity, the purpose of change and the factors that influence successful changes

Basic aspects to consider in the organization of educational centers

The dynamics in the organization of educational centers

Work in teaching teams. The departmental structure

The educational center project and the curricular project

The rules and regulations of an educational organization

Preparation, monitoring and evaluation of long-term institutional approaches

Short-term approaches

Strategic plans

Learning activities and methodology

Title Hours ECTS Learning outcomes
Case studies, exercises and problem solving virtually 46 1.84 CA01, CA02, KA01, KA02, SA01
Tutoring / Guidance on how to approach personal study 5 0.2 CA01, CA02, KA01, KA02, SA01
Reading papers and reports 60 2.4 CA01, CA02, KA01, KA02, SA01
Case studies, exercises and problem 120 4.8 CA01, CA02, KA01, KA02, SA01
Discussion forum 5 0.2 CA01, CA02, KA01, KA02, SA01
Confenrence 4 0.16 CA01, CA02, KA01, KA02, SA01

This is a blended study with a high percentage of autonomous and supervised work.

The subject consists of two units. Each unit lasts for 3 weeks; at this time the student must participate in the discussion forums and solve the activities that are proposed.

Individual activity reports delivered by the students, one per unit, consist of different activities defined by the teacher in charge of each unit.

At the beginning of each unit, the student receives a rubric with the evaluation criteria and the percentage of its value in the total evaluation of the unit.

The subject does not include a synthesis test.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Personal reflection regarding the learning done in the module 10 2 0.08 CA01, CA02, KA01, KA02, SA01
Preparation and development of the activities of application 40 2 0.08 CA01, CA02, KA01, KA02, SA01
Preparation and development of the activities of development 40 2 0.08 CA01, CA02, KA01, KA02, SA01
Participation and implication in the forums posed and in the sessions of follow-up of the units 10 4 0.16 CA01, CA02, KA01, KA02, SA01

The following criteria will be taken into consideration in the evaluation of the subject: the quality of the activities carried out, participation in the forums, the learning achieved, the link between the answers and professional practice and their relevance to the aims and contents of the master's degree. In addition, it is essential to show an attitude compatible with the educational profession.

This course has a mandatory in-person session; failure to attend will result in a one-point deduction from the final grade. Only in very exceptional cases and with the presentation of appropriate justification will absence from the session be permitted.

To proceed to the presentation and evaluation of the TFM, it is necessary to obtain an average in each of the subjects higher than 5 and to have passed more than 80% of the units. The work must be deposited in the Moodle classroom within the established time. The person responsible for the unit must report the result of the correction within a period not exceeding fifteen days after the delivery of the work. At the end of the units, they will be given the opportunity to recover, if necessary, the activities not passed on in each unit.

Copying or plagiarism, in any type of assessment test, constitutes a crime and will be penalized with a 0 as the grade for the subject, losing the possibility of recovering it. Work or activity will be considered to be "copied" when it reproduces all or a significant part of the work of another colleague. A work or activity will be considered to be "plagiarized" when a part of a text is presented as one's own without citing the sources, regardless of whether the original sources are on paper or in digital format http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html.

In this subject, the use of artificial intelligence (AI) technologies is allowed in support tasks, such as bibliographic or information searches, text correction or translations. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the result of the activity. The lack of transparency in the use of AI in this assessable activity is considered a lack of academic honesty and may lead to a partial or total penalty in the qualification of the activity, or greater sanctions in serious cases. Specific validations may be carried out to guarantee authorship and the acquisition of skills in case of suspicion of academic fraud.

To pass this subject, it is necessary to demonstrate good general communicative competence, both orally and in writing, and a good command of the language. In all activities, linguistic correction, writing and formal aspects of presentation will be considered. Students must be able to express themselves with fluency and correctness and show a high degree of understanding of academic texts. An activity may be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.

The activities of this subject must be submitted at two different times. The activities of unit 1A will be submitted no later than 08/11/2026 at 23:55 Spanish time and the activities of unit 1B will be submitted no later than 29/11/2026 at 23:55 Spanish time. If the grade of the units is insufficient, the professor responsible for the module will leave a period of 15 days so that the activities that do not reach the required level can be redone.

Students who wish to take advantage of the single assessment will be able to submit all the activities of the module on February 6, 2027, and will be able to take advantage of the same recovery system that has been arbitrated for the continuous assessment.

If the assigned activities for each subject are not submitted, the subject will be considered not graded. A grade of not graded on the final evaluation report implies the exhaustion of all rights associated with enrollment in the subject.

Bibliography

Antúnez, S. (1987). El Proyecto Educativo. Barcelona: Graó.

Antúnez, S. (1993). Claves para la organización de centros escolares. Barcelona: Horsori.

Armengol, C. (Coord.) (2001). La cultura de la colaboración. Retos para una enseñanza de calidad. Madrid: La Muralla.

Arroyo Valenciano, J. A. (2023). Un modelo de Estructura Organizacional para el centro educativo desde los aportes de la Teoría de la Organización. Actualidades Investigativas en Educación, 23(2), 390-419.

Cantón, I. y Pino, M. (2014). Organización de centros educativos en la sociedad del conocimiento. Madrid: Alianza Editorial.

Coronel, J.M., López, J., Sánchez, M., Montero, A., Mayor, C., & Campos, J.J. (1994). Para comprender las organizaciones escolares. Ocho temas básicos. Sevilla: GID, Universidad de Sevilla.

Fernández-Enguita, M. (2020). La organización escolar. Repensando la caja negra para poder salir de ella. Madrid: ANELE-REDE https://anele.org/pdf/libros/Libro-organizacion_escolar.pdf

Gairín, J. (1999). La organización escolar: contexto y texto de actuación. Madrid: La Muralla

Gairín, J. y Castro, D. (2020). El contexto organizativo como espacio de intervención. Madrid: Editorial Síntesis.

García, M. C., Corpas, M. J. R., & del Moral Arroyo, G. (2020). Buenas prácticas en la organización, gestión y dirección de los centros educativos. Bordón: Revista de pedagogía, 72(1), 11-30.

González, P. C., Flores, J. I. R., & Méndez, A. E. L. (2023). Escuela y transformación social: Otra mirada de la organización educativa. Barcelona: Octaedro

https://www.scielo.sa.cr/scielo.php?pid=S1409-47032023000200390&script=sci_arttext

López-Yáñez, J., Sánchez-Moreno, M., Renta-Davids, A. I., & Camarero-Figuerola, M. (2026). Committed, Resilient, or Transient. School Principals’ Perception of Professional Identity. Leadership and Policy in Schools, 25(1), 144–160. https://doi.org/10.1080/15700763.2024.2394653

Martín Moreno, Q. (1989). Organizaciones educativas. Madrid: UNED.

Sepúlveda Aguirre, J. A., Virviescas Peña, J. A., Arboleda Jaramillo, C. A., & Salazar García, H. A. (2021). Evolución del pensamiento organizacional: una mirada de las teorías de la organización clásica hacia las teorías pos burocráticas y pos modernas. Administración & Desarrollo, 51(1), 204-225. https://doi.org/10.22431/25005227.vol51n1.10

Software

It does not require of a specific software

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TEm) Theory (master) 1 Catalan first semester afternoon
(VIRT2022m) Classes virtuals (màster) 101 Catalan first semester afternoon