Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.

Staff Leadership and Management
Code: 45446Credits: 10
| Degree programme | Type | Course |
|---|---|---|
| School Leadership for Educational Innovation | OP | 1 |
Contact lecturer
- Name :
- Maria Carme Armengol Asparo
- Email :
- carme.armengol@uab.cat
Teaching staff
- Empar Garcia López
- Maria del Mar Duran Bellonch
Group languages
You can consult this information at the end of the document.
Prerequisites
No prerequisites have been established to study this subject
Objectives
Design projects and programs that include the objectives, action strategies and functioning of educational institutions, as well as apply the most appropriate strategies and dynamics for people management
Learning outcomes
- CA06 (Apply democratic principles and values to promote an ethical and respectful organisational culture.) Apply democratic principles and values to promote an ethical and respectful organisational culture.
- CA07 (Share knowledge to facilitate the professional and personal growth of the members of the organisation.) Share knowledge to facilitate the professional and personal growth of the members of the organisation.
- CA08 (Apply strategies in the planning and management of the centre to promote improvement in educational centres.) Apply strategies in the planning and management of the centre to promote improvement in educational centres.
- CA09 (Carry out actions for the promotion of equity and equality between genders in educational centres considering the principles of universal learning design (ULD) to promote equal opportunities in the achievement of educational success.) Carry out actions for the promotion of equity and equality between genders in educational centres considering the principles of universal learning design (ULD) to promote equal opportunities in the achievement of educational success.
- KA04 (Ouline specific and differentiated strategies for the direction and management of educational institutions.) Ouline specific and differentiated strategies for the direction and management of educational institutions.
- SA06 (Analyse the causes that generate threats or weaknesses in educational centres.) Analyse the causes that generate threats or weaknesses in educational centres.
- SA07 (Use resources, methods, channels and media appropriately to achieve good institutional communication.) Use resources, methods, channels and media appropriately to achieve good institutional communication.
- SA08 (Apply strategies to increase motivation.) Apply strategies to increase motivation.
Contents
The role of management in innovation and permanent improvement.
The design of the directive action program. Concept and content of the management program. Management models.
References for the development of a differentiated management program: the mediate and immediate context, the regulations and the knowledge of the institution.
Interpersonal relationships and the assertive feedback process.
The analysis of organizational culture and strategies to influence it. The motivation of people and strategies to increase them.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Confenrence | 4 | 0.16 | CA06, CA07, CA08, CA09, KA04, SA06, SA07, SA08 |
| Case studies, exercises and problem | 46 | 1.84 | CA06, CA07, CA08, CA09, KA04, SA06, SA07, SA08 |
| Tutoring / Guidance on how to approach personal study | 5 | 0.2 | CA06, CA07, CA08, CA09, KA04, SA06, SA07, SA08 |
| Discussion forum | 5 | 0.2 | CA06, CA07, CA08, CA09, KA04, SA06, SA07, SA08 |
| Reading papers and reports | 60 | 2.4 | CA06, CA07, CA08, CA09, KA04, SA06, SA07, SA08 |
| Case studies, exercises and problem | 120 | 4.8 | CA06, CA07, CA08, CA09, KA04, SA06, SA07, SA08 |
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.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Personal reflection regarding the learning done | 10 | 2 | 0.08 | CA06, CA07, CA08, CA09, KA04, SA06, SA07, SA08 |
| Preparation and development of the activities of application | 40 | 2 | 0.08 | CA06, CA07, CA08, CA09, KA04, SA06, SA07, SA08 |
| Preparation and development of the activities of development | 40 | 2 | 0.08 | CA06, CA07, CA08, CA09, KA04, SA06, SA07, SA08 |
| Participation and implication in the forums posed and in the sessions of follow-up of the units | 10 | 4 | 0.16 | CA06, CA07, CA08, CA09, KA04, SA06, SA07, SA08 |
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 2A will be submitted no later than 20/12/2026 at 23:55 Spanish time and the activities of unit 2B will be submitted no later than 31/01/2027 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.
Bibliography
Aronson, E. (2000). El animal social: Introducción a la psicología social. Alianza.
Bolivar, A. i Domingo Segovia, J. (2023). Comunidades de práctica profesional y mejora de los aprendizajes. Editorial Graó.
Dolan, S. L., Valle-Cabrera, R., & López-Cabrales, Á. (2022). La gestión de personas y del talento (5.ª ed.). McGraw-Hill.
Esteban, M. i Bolivar, A. (2024). Liderar una educación integral, sostenible e inclusiva. Fundamento teórico y Prácticas LEI.Recuperado de: https://www.researchgate.net/publication/378708669_Liderar_una_educacion_integral_sostenible_e_inclusiva_Fundamento_teorico_y_Practicas_LEI
Gairín-Sallán, J. (Coord.) (2024). Dirección y liderazgo de los centros educativos. Naturaleza, desarrollo y práctica profesional. (2025). Revista Española De Pedagogía, 83(290), 261-270. https://doi.org/10.22550/2174-0909.4440
Harris, A., i Jones, M. (2023). The importance of school leadership? What we know. School Leadership & Management, 43(5), 449–453. https://doi.org/10.1080/13632434.2023.2287806
Hoque, K. E. (2023). Human resource management in education. Nova Science.
Ibarra-Carrasco, D. D. (2022). El liderazgo pedagógico del director escolar en la mejora de la calidad educativa. Formación Estratégica, 3(2), 50–65. Recuperado a partir de https://www.formacionestrategica.com/index.php/foes/article/view/67
Lussier, R. N., & Achua, C. F. (2021). Liderazgo: Teoría, aplicación y desarrollo de habilidades. Cengage.
Northouse, P. G. (2022). Liderazgo: Teoría y práctica (9.ª ed.). Sage.
OECD (2023), Equity and Inclusion in Education: Finding Strength through Diversity, OECD Publishing, Paris, https://doi.org/10.1787/e9072e21-en.
Pedroza Zúñiga, L., & García-Poyato, F. L. (2022). La retroalimentación de la práctica docente: Una revisión sistemática de la literatura. Profesorado. Revista de currículum y formación del profesorado, 26(3), 570–593. https://revistaseug.ugr.es/index.php/profesorado/article/view/16925
Robbins, S. P., & Judge, T. A. (2023). Comportamiento organizacional (18.ª ed.). Pearson.
Ruiz Illán, J. F. (2021). Comunicación efectiva y trabajo en equipo. Ediciones de la U.
Tran, H., & Kelley, C. (2024). Strategic human resources management in schools: Talent-centered education leadership. Routledge.
UNESCO (2024). Strategic Planning in Education: New Challenges and Tools for School Leaders. IIEP-UNESCO.https://unesdoc.unesco.org/ark:/48223/pf0000393647.locale=en
Van-der Hofstadt, C. J. (2021). El libro de las habilidades de comunicación (3.ª ed.). Díaz de Santos.
Yukl, G. (2013). Liderazgo en las organizaciones (8.ª ed.). Pearson.
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 |