Unit rationale, description and aim

Knowledge and understanding of civil and canon law, and theoretical concepts relevant to educational leadership in Catholic schools are required for school leaders to fully understand their role and responsibility within Catholic educational settings, and increasing accountability to external authorities, social, ethical, legal and financial complexity.

In addition to addressing the role and responsibilities of Catholic school leaders, the unit also addresses the related responsibilities of bishops, religious congregations, Diocesan authorities, parish priests and canonical administrators, governing councils, principals, school boards and school communities. Students in other faith-based schools will explore the responsibilities of their relevant ecclesial authorities.

Participants will also deepen understandings of the transition of Catholic school authorities to different forms of governance, to increase transparency and accountability in light of reducing numbers of religious governors and in response to changing government policy expectations. Compliance with both civil and canon law is identified and contextualised. Theories of governance such as Agency, Stakeholder, Resource Dependence and Stakeholder are discussed. Governance concepts examined include internal/external governance, synodality, co-responsibility and subsidiarity.

The aim of this unit is to increase participants’ understandings of their role and responsibilities within Catholic and other faith-based educational settings. It complements both EDLE661 and EDLE663.

2025 10

Campus offering

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Unit offerings may be subject to minimum enrolment numbers.

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  • Term Mode
  • Semester 1Online Scheduled

Prerequisites

Nil

Incompatible

EDLE639 Governance in Catholic Educational Settings

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Contrast the concepts of governance, leadership an...

Learning Outcome 01

Contrast the concepts of governance, leadership and management and their inter-relationship in education ( APSP 4)
Relevant Graduate Capabilities: GC1, GC2, GC7

Explain the principles underpinning Church/Foundin...

Learning Outcome 02

Explain the principles underpinning Church/Founding authority law requirements with respect to governance issues in Catholic/Faith-based education ( APSP 4)
Relevant Graduate Capabilities: GC6, GC7, GC9, GC11

Interpret and synthesise the principles of governa...

Learning Outcome 03

Interpret and synthesise the principles of governance, associated political concepts, and the need for appropriate policy formulation, implementation, and evaluation processes ( APSP 4)
Relevant Graduate Capabilities: GC2, GC3, GC6, GC7

Content

Topics will include:

  • The structures of governance and relationship to management
  • Church governance – mission and Catholic social teaching
  • Civil governance for Church entities
  • Responsibility of boards to enact governance / Advisory boards in Church ministries
  • Governance as stewardship

Assessment strategy and rationale

The assessment tasks for this unit are designed for students to demonstrate achievement of each of the learning outcomes. Assessment tasks build on each other through a developmental and applied approach and provide students with the opportunity to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.

The assessment moves from description, then to analysis, and then to evaluation. Assessment 1 engages students in locating, describing, and critiquing the governance context in which their leadership is enacted. Assessment 2 responds to insights gained through Assessment 1 to create a plan for improved governance culture and practice within students’ leadership contexts.

In order to pass this unit, students are required to successfully complete both assessment tasks regardless of their mode of enrolment.

Overview of assessments

Assessment Task 1: Critical Reflection Critical r...

Assessment Task 1: Critical Reflection

Critical reflection of students’ current Catholic/faith-based governance context. Areas for improvement should be identified and justified from scholarly literature. Proposed improvements in governance, leadership and management in order to enhance the governance context’s capacity to achieve its mission will be identified and justified.

Weighting

50%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC6, GC7, GC9, GC11
Standards APSP 4

Assessment Task 2: Implementation Plan and Justif...

Assessment Task 2: Implementation Plan and Justification

Formulate and justify an improvement implementation plan. Particular attention needs to be paid to the implementation priorities including the development of policy, professional development, and evaluation processes that are in line with canon and civil law (as relevant).

Weighting

50%

Learning Outcomes LO2, LO3
Graduate Capabilities GC2, GC3, GC6, GC7, GC9, GC11
Standards APSP 4

Learning and teaching strategy and rationale

This unit may be offered in online, on campus or in multimode, for the equivalence of 150 hours of study. The use of the Learning Management System will be integral to the unit in exploring concepts and testing understandings and propositions. Introductory concepts are presented through lectures and readings. Students are then provided opportunity to critique their current situation considering this. Collaborative discussion forums are used to help students develop critical insights of their contextual situation. These insights form the basis for developing a relevant professional learning plan for improvement.

Australian Professional Standard For Principals - Professional Practices

In addition to the Australian Professional Standards for Teachers this unit addresses the following Professional Practices:

Standards/Attributes/Criteria

APSP 4 - Leading the management of the school

Principals use a range of data management methods and technologies to ensure that the school’s resources and staff are efficiently organised and managed to provide an effective and safe learning environment as well as value for money. This includes appropriate delegation of tasks to members of the staff and the monitoring of accountabilities. Principals ensure these accountabilities are met. They seek to build a successful school through effective collaboration with school boards, governing bodies, parents and others. They use a range of technologies effectively and efficiently to manage the school.

APSP 5 - APSP5-Engaging and working with the community

Principals embrace inclusion and help build a culture of high expectations that takes account of the richness and diversity of the wider school community and the education systems and sectors. They develop and maintain positive partnerships with students, families and carers and all those associated with the wider school community. They create an ethos of respect taking account of the spiritual, moral, social and physical health and wellbeing of students. They promote sound lifelong learning from preschool through to adult life. They recognise the multicultural nature of Australia’s people. They foster understanding and reconciliation with Indigenous cultures. They recognise and use the rich and diverse linguistic and cultural resources in the school community. They recognise and support the needs of students, families and carers from communities facing complex challenges.


Representative texts and references

Representative texts and references

Australian Institute of Company Directors. (2019). Not-for-profit governance principles (2nd ed.). Retrieved from aicd.companydirectors.com.au/resources/not-for-profit-resources/not-for-profit-governance-principles/

Benjamin, A., & Burford, C. (2021). Leadership in a synodal Church. Garrett Publishing.

Carver, J. (2006). Boards that make a difference: A new design for leadership in non-profit and public organisations (3rd ed.). San Francisco, CA: Jossey-Bass.

Catholic Religious Australia & Australian Catholic Bishops’ Conference. (2020). Light from the Southern Cross: Promoting co-responsible governance in the Catholic Church of Australia. Retrieved from https://www.catholicreligious.org.au/light-from-the-southern-cross

Cleary, M. (2021). When the mission system is the bottom line: The governance of Catholic schools in Australia. La Salle Academy, Australian Catholic University.

Kiel, G., Nicholson, G., Tunny, J., & Beck, J. (2012). Directors at work: A practical guide for boards. Sydney: Thomson Reuters (Professional). 1 – 11; 42 – 53.

Leggett, B., Campbell-Evans, G. & Gray, J. (2016). Issues and challenges of school governance. Leading and Managing, 22(1), 36-56.

Lucas, B., Slack, P., & D’Apice, W. (2017). Church administration handbook (2nd ed.). Strathfield NSW: St Pauls.

Thornber, J.H., & Gaffney, M. (2014). Governing in faith – foundations for formation. Ballarat, Vis: Connor Court Publishing Pty Ltd.

Tooma, M. (2017). Due diligence: Duty of officers (2nd ed.). North Ryde, NSW: CCH Australia Limited.

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