Educational settings like other workplaces are driven by their organizational cultures. The role of the leader is often underestimated as a key influencer in the creation of/maintenance/change of organisational culture. Educational leaders often have to orient/reorient both structures and staff to the core intentions of the organization and towards fostering a collegiate culture of teaching and learning so that they support instead of hinder the work. Building and maintaining a strong and cohesive while yet diverse and creative organizational culture is a core function of an educational leader. Considerable attempts have been made to homogenise educational endeavours globally. Educational leaders find themselves contending with global policy (such as that from the OECD/WHO) and national policy from respective governments, often struggling to integrate disparate policy in the local setting.

Defining the concept of school culture using the lenses of organizational culture theory; building inclusive and diverse organizational culture in schools; distributive and collaborative leaders as agents of change; challenging fragmented and competitive cultures; leading for dignity and respect in the workplace; the role of professional development and rewards in fostering collegiate and engaged cultures; school culture and standardisation; mitigation of performative cultures in educational settings; fostering cultures of wellbeing in performative cultures; collaborative cultures; facilitating cultures of innovation; understanding schools in terms of local, national and global citizenship; trends in educational globalisation; the role of the OECD; economic, political and societal interactions with globalisation initiatives

Upon completion of the module, participants will be able to: • Critically evaluate the complex nature of organisational culture and its impact on the policy and practices of their educational settings. • Apply their learning on organizational culture by documenting evidence of examples of positive changes in school/educational settings climate. • Identify and evaluate factors that influence globalisation initiatives. • Critically evaluate the impact of globalisation initiatives on the policy and practice of education in their respective countries. • Evaluate and analyse existing theoretical perspectives on the interplay between school culture and globalisation.

• Critically evaluate and communicate one's own values regarding workplace culture; globalisation and the dynamic relationship of local, regional and national cultures • Identify leadership strategies suitable to the promotion of positive and collegiate workplace and learning cultures in educational settings

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Delivery will be primarily based within an online learning environment and led by a single academic. Resources including recorded lectures will be used in order to increase flexibility. Shared digital workspaces will be used to encourage and facilitate peer integration and collaboration. A detailed Module Handbook designed by the module team will detail each lecture, the lecture structure and foreshadow linked group activities both conceptually and pedagogically (i.e. learning tasks/activities and pedagogical process protocols), reflection sheets for all in-class activities, readings (as PDFs online). Successful participants graduate attributes: (i) Knowledgeable about the influence of globalisation on national policy, international policy and school culture. (ii) Creative in their deployment of use of symbolic, human and material resources in order to communicate their values related to tensions between school culture and globalisation. (iii) Collaborative with peers in creating a shared understanding of the relationship between school culture and reforms related to globalisation. (iv) Articulate about the dynamics of globalisation, schooling and education