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Change and Innovation. Connection to the Environment

Code: 45449
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

Nuria Mora Lorente
José Luís Muñoz Moreno

Group languages

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

Prerequisites

No prerequisites have been established to study this subject

Objectives

Understand the socio-educational context in which the educational institution is located and know and apply the most appropriate improvement strategies and models to manage change.

Learning outcomes

  • CA14 (Design and carry out actions that involve favourable resolutions to the problems and challenges of educational organisations.) Design and carry out actions that involve favourable resolutions to the problems and challenges of educational organisations.
  • CA15 (Self-evaluate professional and organisational development in the framework of educational organisations.) Self-evaluate professional and organisational development in the framework of educational organisations.
  • CA16 (Show evidence of an organisational culture sustained on the basis of ethical values and safety, health and sustainability.) Show evidence of an organisational culture sustained on the basis of ethical values and safety, health and sustainability.
  • CA17 (Identify actions in educational organisations based on the principles of inclusion, equal opportunities, equity and social justice.) Identify actions in educational organisations based on the principles of inclusion, equal opportunities, equity and social justice.
  • KA09 (Recognise educational intervention frameworks aimed at organisational development.) Recognise educational intervention frameworks aimed at organisational development.
  • SA14 (Identify tools and instruments for the improvement of educational organisations.) Identify tools and instruments for the improvement of educational organisations.
  • SA15 (Apply strategies for the improvement of involvement with the environment and the participation of the educational community.) Apply strategies for the improvement of involvement with the environment and the participation of the educational community.
  • SA16 (Identify the best options to the counter the difficulties found in educational organisations.) Identify the best options to the counter the difficulties found in educational organisations.

Contents

The socio-educational and institutional context: links with the environment, institutional relationships, the educational community.

The immediate environment and the institutional administrative environment as a frame of reference.

Family participation.

Nearby community participation.

Environmental educational plans.

Organizational development, change management and innovation.

Institutional evaluation (internal / external) as an instrument for change (participatory evaluation, action evaluation).

Development of institutional innovations.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Confenrence 4 0.16 CA14, CA15, CA16, CA17, KA09, SA14, SA15, SA16
Discussion forum 5 0.2 CA14, CA15, CA16, CA17, KA09, SA14, SA15, SA16
Reading papers and reports 60 2.4 CA14, CA15, CA16, CA17, KA09, SA14, SA15, SA16
Case studies, exercises and problem 46 1.84 CA14, CA15, CA16, CA17, KA09, SA14, SA15, SA16
Tutoring / Guidance on how to approach personal study 5 0.2 CA14, CA15, CA16, CA17, KA09, SA14, SA15, SA16
Case studies, exercises and problem 120 4.8 CA14, CA15, CA16, CA17, KA09, SA14, SA15, SA16

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
Preparation and development of the activities of application 40 2 0.08 CA14, CA15, CA16, CA17, KA09, SA14, SA15, SA16
Preparation and development of the activities of development 40 2 0.08 CA14, CA15, CA16, CA17, KA09, SA14, SA15, SA16
Personal reflection regarding the learnings realized in the module and resolution of complementary activities 10 2 0.08 CA14, CA15, CA16, CA17, KA09, SA14, SA15, SA16
Participation and implication in the forums posed and in the sessions of follow-up of the units 10 4 0.16 CA14, CA15, CA16, CA17, KA09, SA14, SA15, SA16

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 6A will be submitted no later than 23/05/2027 at 23:55 Spanish time and the activities of unit 6B will be submitted no later than 13/06/2027 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 june 27, 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

Cerrillo, R., López, H., & Hidalgo, N. (2023). Prácticas de liderazgo democrático para la justicia social. Un estudio cualitativo desde la perspectiva de la comunidad educativa. Revista Internacional de Educación para la Justicia Social, 12(1), 141-160. https://revistas.uam.es/riejs/article/view/riejs2023_12_1_008

Cleveland, B., Backhouse, S., Chandler, P., McShane, I., Clinton, J. M., & Newton, C. (Eds.). (2023). Schools as community hubs: Building “more than a school” for community benefit. Springer. https://link.springer.com/book/10.1007/978-981-19-9972-7

Dávila Sánchez, M. E., & López Zavarce, J. del C. (2026). Estrategia gerencial para la comunicación efectiva entre los directivos y docentes de la Unidad Educativa Nacional “Punta Cardón”. Revista Científica Ciencia y Descubrimiento, 4(2)

Education Endowment Foundation. (2024). Using research evidence: A concise guide. Education Endowment Foundation.

Gairín Sallán, J. y Muñoz Moreno, J. L. (2025). Planes y programas para la transformación educativa. Aranzadi La Ley.

Gairín, J. (2010). Innovación y cambio en las instituciones educativas. En Medina, A. y otros: Diseño, desarrollo e innovación del currículo en las instituciones educativas. Madrid: Universitas.

Gairín, J., Díaz-Vicario y Suárez, C.I. (2020) (Coord.). La nueva gestión del conocimiento. Madrid: Wolters Kluwer.

Gallardo, E., Pérez, S. y Gomis-Galipienso, J. (2015). ¿Cómo gestionar el cambio en la organización? Barcelona: UOC.

Hernández, M. Á, & Álvarez, J. S. (2023). Relación familia-escuela: La comunicación en contextos rurales y urbanos. Revista Electrónica Interuniversitaria de Formación del Profesorado, 26(2), 219–232. https://doi.org/10.6018/reifop.554711

Hernando, A. (2015). Viaje a la escuela del siglo XXI. Así trabajan los colegios más innovadores del mundo. Madrid: Fundación Telefónica.

López Bertomeo, E., & González Olivares, Á. L. (2018). Las evaluaciones externas y el rendimiento académico de los alumnos como instrumento de mejora educativa. Tendencias Pedagógicas, 31, 309-326

Muñoz Moreno, J. L. y Gairín Sallán, J. (2022). Diseño y desarrollo de las organizaciones educativas. Dykinson.

Muñoz, J. L.; Rodríguez, D.; Barrera, A. (2013). Herramientas para la mejora de las organizaciones educativas y su relación con el entorno. Perspectiva Educacional, Vol. 52, Nº 1, 97-123.

OECD. (2016). School leadership for learning: Insights from TALIS 2013. OECD Publishing.

OECD. (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. OECD Publishing.

OECD. (2023). PISA 2022 results (Volume I): From data to insights. OECD Publishing.

OECD. (2026). PISA for Schools: International benchmarking for school improvement. OECD Publishing.

Rodríguez-Gallego, M. R. (2020). La dirección escolar: Liderazgo pedagógico y mejora escolar. Revista de Investigación Educativa, 38(1), 275-292

Sharples, J., Albers, B., Fraser, S., Deeble, M., & Vaughan, T. (s. d.). Putting evidence to work: A school’s guide to implementation. Evidence for Learning.

Suárez, C. y Muñoz, J. L. (2017). El trabajo en red y la cooperación como elementos para la mejora escolar. Propósitos y Representaciones, Vol. 5, Nº 1, 349-375.

Suysuy Chambergo, E. J., & Taira Alcarazo, D. E. (2019). Estrategias de marketing educativo para el posicionamiento de una institución educativa – 2018. Horizonte Empresarial, 6(1), 24–31.

Tejada Fernández, J., & Ferrández Lafuente, E. (2007). La evaluación del impacto de la formación como estrategia de mejora en las organizaciones. Revista Electrónica de Investigación Educativa (REDIE), 9(2), 1–15.

Tricot, A. (2018). Innovar en educación. Sí, pero ¿cómo? Mitos y realidades. Madrid: Narcea.

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 second semester afternoon
(VIRT2022m) Classes virtuals (màster) 101 Catalan second semester afternoon