6 ECTS credits
180 h study time
Offer 2 with catalog number 4012338ENR for all students in the 1st semester at a (E) Master - advanced level.
The course provides an in-depth understanding of theories and research in educational change and innovation as a subdiscipline of educational sciences. Major topics are covered such as educational change theories and models, research approaches towards educational change, types of innovations, implementation strategies, individual and group dispositions towards change and innovations examples, research into the factors and conditions to implement educational change, and the role of educational change agents.
Next, the concept of self-regulated learning is investigated as a foundation for educational change processes. Theories and research on self-regulated learning are discussed in relation to existing educational change theories and models.
Furthermore, students develop skills in converting and implementing theoretical concepts and insights into concrete practical solutions as well as in reporting about these insights as an academic researcher.
PowerPoint slides, texts, articles, reports and videos are made available to students via the learning platform Canvas.
More information on the course content, the required study materials, the study time calculation, and the teaching and learning approach (‘flipped classroom’) will follow during the first lesson.
Generative AI can be used in this course, further details will be provided during course activities and the Canvas Course Platform. Any use of generative AI should be properly referenced.
Online learning modules are offered via the Canvas course platform to support the lectures.
Guest lectures may be included in the course.
Students are encouraged to actively participate in group discussions during class.
This course contributes to the following programme-specific learning outcomes of the master’s degree in educational sciences, in particular: 1 - 2 - 3 - 4 - 5 - 6 - 8 - 9 - 10 - 11 - 12 - 13 -14 - 16 - 17 (see overview document: Learning Outcomes Master Educational Sciences).
Students will also achieve course-specific learning outcomes.
· cultivate leadership skills: explore the role of educationalists as change agents within institutions, larger education systems, and broader societal contexts.
· practice engagement and communication: learn to effectively 'sell' educational ideas to various stakeholders and parties involved, demonstrating the importance of persuasive communication in driving change.
· apply learning to a concrete project: apply knowledge and insights into action by developing a concrete (small) change or innovation project proposal that will serve as the culmination of the learning journey, applying the principles and theories discussed throughout the course.
· engage in extensive reading to deepen their understanding of educational change models and their practical applications.
· actively participate class discussions and seminars to encourage critical thinking, fostering their ability to evaluate and organize principles to create meaningful change in educational settings.
The final grade is composed based on the following categories:
Oral Exam determines 70% of the final mark.
PRAC Practical Assignment determines 30% of the final mark.
Within the Oral Exam category, the following assignments need to be completed:
Within the PRAC Practical Assignment category, the following assignments need to be completed:
The final grade is composed based on the following categories:
*Oral Exam (70%) on the course content and a discussion about the Term Paper (exam preparation).
*Formative assignments throughout the course (30%).
Students must get 10/20 on every one of the course parts to succeed for the course. If you get a failing grade for one of the two parts, you will receive the lowest partial grade as the final grade. The partial grade for which you succeeded in the first session can be transferred to the second session and students will not have to take up this course part again.
The second session consists of an individual assignment according to the same requirements of the first session.
The student's overall grade for collaborative assignments is not necessarily the same for all group members. The individual grade depends on a correction by peer evaluation where individual contributions are evaluated and on evaluation active participation during class activities and interaction with the teaching team.
The partial results of the separate course parts are not transferable to the next academic year.
This offer is part of the following study plans:
Bachelor of Psychology: Profile Profile Work and Organisational Psychology (only offered in Dutch)
Bachelor of Psychology: Profile Profile Clinical psychology (only offered in Dutch)
Master of Educational Sciences: Standaard traject (only offered in Dutch)
Master of Teaching in Behavioural Sciences: agogische wetenschappen (120 ECTS, Etterbeek) (only offered in Dutch)