Great Deal! Get Instant $10 FREE in Account on First Order + 10% Cashback on Every Order Order Now

The University of Sydney NSW 2006 Australia ABN XXXXXXXXXX CRICOS 00026A REF: 20/6111 Dr Gwendolyn Hyslop Educational Integrity Coordinator Faculty of Arts and Social Sciences E: XXXXXXXXXX T:...

1 answer below »
The University of Sydney
NSW 2006 Australia
ABN XXXXXXXXXX
CRICOS 00026A
REF: 20/6111
Dr Gwendolyn Hyslop
Educational Integrity Coordinator
Faculty of Arts and Social Sciences
E: XXXXXXXXXX
T: XXXXXXXXXX
4 August 2020
Dear AMANI MOHAMED HASSAN MOHAMED
SID: XXXXXXXXXX

I write to you regarding a possible
each of the University’s Academic Honesty in Coursework
Policy 2015 in relation to work you recently submitted for assessment in the unit of study
EDPA6015.

Specifically, your submission contains passages of text that do not appear to be your own
work. These passages contain the exact words of source material, which you have not
acknowledged with the use of quotation marks and/or the inclusion of an appropriate citation
to the relevant source/s. The affected text is indicated by coloured highlighting and/or
embedded comments in the marked up copy of your submission attached to this letter.

I have formed the preliminary view that you have potentially engaged in conduct contrary to
Part 3 (Academic Dishonesty and Plagiarism) of the Policy.

However, in light of your student record, I have also formed the view that your conduct is likely
to have been caused by your failure to fully understand referencing requirements rather than
dishonesty.

In accordance with the Academic Honesty Procedures 2016, you are now required to
complete an additional development course and submit a co
ected or alternative piece of
work in order to address the areas of concern identified in your original submission.

Please note that the resubmitted work will be eligible for a maximum mark of 100% of the total
available marks only.

Please see the instructions on the following page for further information on what you
are now required to do.

Once you have met these requirements, the matter will be resolved without a formal finding of
plagiarism or academic dishonesty recorded on your student file.

If you do not meet these requirements, you will be required to attend an interview with me to
formally respond to the allegation as formulated above.

If you would like further information about the issues identified with your work, please write to
the Faculty at the e-mail address shown at the top of this page.

For further information about and resources on academic honesty, please visit the
academic integrity pages of the University’s Cu
ent Students website.

Please ensure that you continue to attend classes and submit assessments as normal.

Sincerely,
mailto: XXXXXXXXXX
http:
sydney.edu.au/policies/default.aspx?mode=glossary&word=Academic+honesty
http:
sydney.edu.au/policies/default.aspx?mode=glossary&word=Academic+honesty
http:
sydney.edu.au/policies/default.aspx?mode=glossary&word=Academic+honesty
http:
sydney.edu.au/policies/default.aspx?mode=glossary&word=Academic+honesty
http:
sydney.edu.au/students
owse.html?category=your-studies&topic=academic-integrity

2


Dr Gwendolyn Hyslop
Educational Integrity Coordinator

TO RESOLVE THIS MATTER

1. You must complete the Avoiding Plagiarism: Referencing and Incorporating
Sources module within the next seven (7) days.

To enrol in this course:
 Log in to Canvas and enrol yourself in the module here:
https:
canvas.sydney.edu.au/enroll/6XRDB7
 Select Enrol in this Course
 Select Go to the Course

Instructions for completing the module are provided on the home page.

Please contact the Faculty immediately if you think you will be unable to complete
the course within the next seven (7) days. See contact details at the top of this
letter.
2. You are required to submit a co
ected version of your work, which must include all
necessary citations and additions to the reference list.

Please note that this is an educational opportunity only, so you must not make changes
eyond those indicated here. You are also required to resubmit the co
ected work even if
you have already received a mark for your original submission.

Please make the following co
ections to your work:
a. Substantially rewrite in your own words (i.e., paraphrase) the text shown in coloured
highlighting in the marked up copy of your submission attached to this letter.
. You may retain some quotations, but these should be used sparingly.
c. Wherever you have paraphrased or quoted words, ideas or information contained in
another source, you must insert an accurate citation to the specific source from which
this material came, including the relevant page numbe
s. You must also provide an
integrated list of references at the end of your submission.
d. For guidance on the appropriate formatting of citations and reference list entries,
please see http:
libguides.li
ary.usyd.edu.au/citation?hs=a.
e. You are not permitted to include any information that was not in the original
work.

Your resubmission is due by no later than 8am on Monday August 17th 2020.

Before resubmitting your work, we encourage you to attend a 20-minute consultation with one
of the Li
ary’s Peer Learning Advisors (PLAs) to discuss the specific referencing issues
identified in your assignment. Please email a copy of your Turnitin report and co
ected work
to XXXXXXXXXX prior to your meeting for discussion.

To book an appointment:
 Log into Canvas and enrol yourself in the XXXXXXXXXXEducational Integrity Resubmissions
site: https:
canvas.sydney.edu.au/enroll/ECYNJN
 Select Enrol in this Course
 Select Go to the Course
 Click to access the Course Calendar
https:
canvas.sydney.edu.au/enroll/6XRDB7
http:
libguides.li
ary.usyd.edu.au/citation?hs=a
mailto: XXXXXXXXXX
https:
canvas.sydney.edu.au/enroll/ECYNJN

3
 Find Appointment
 Select location and time
Please note - all meetings will take place via Zoom until further notice.

To submit your co
ected or alternative piece of work:
 Log into Canvas and enrol yourself in the XXXXXXXXXXEducational Integrity Resubmissions
site: https:
canvas.sydney.edu.au/enroll/ECYNJN (as above)
 Select the relevant faculty button and submit your work

Instructions for submitting your work are provided on the home page.

Once you have made your submission, please forward a copy of your Turnitin submission
confirmation receipt to the e-mail address at the top of this letter.


https:
canvas.sydney.edu.au/enroll/ECYNJN

A critical literature review.docx
y Amani Mohamed
Submission date: 16-May XXXXXXXXXX:12PM (UTC+1000)
Submission ID: XXXXXXXXXX
File name: A_critical_literature_review.docx (26.29K)
Word count: 3466
Character count: 21847
1
2
3
4
FINAL GRADE
0/60
A critical literature review.docx
GRADEMARK REPORT
GENERAL COMMENTS
Instructo
Research academic literature to write a literature
eview /10
Critically engage with educational leadership
literature and research /10
Display an understanding of key concepts and
theories /10
Apply theory to practice taking into account local
and global context /10
Critically reflect on your own understanding of
leadership purpose, and that of others /10
Analyse issues of identity and ethics in leadership
10
This assignment will be refe
ed for plagiarism
PAGE 1
PAGE 2
PAGE 3
Comment 1
This writing is descriptive rather than critical
PAGE 4
Comment 2
This is all from one unatttributed source and is not written by you
PAGE 5
PAGE 6
Comment 3
Attribute these words to their owne
PAGE 7
PAGE 8
PAGE 9
Comment 4
This section is all copied from www.ukessays.com
PAGE 10
PAGE 11
PAGE 12
PAGE 13
PAGE 14
    A critical literature review.docx
    by Amani Mohamed
    A critical literature review.docx
    ORIGINALITY REPORT
    PRIMARY SOURCES
    A critical literature review.docx
    GRADEMARK REPORT
    FINAL GRADE
    GENERAL COMMENTS
    Instructor
Answered Same Day Aug 12, 2021

Solution

Himanshu answered on Aug 15 2021
134 Votes
1
Running head: INTERACTION OF TRANSACTIONAL AND TRANSFORMATIONAL LEADERSHIP
THE INTERACTION OF TRANSACTIONAL AND TRANSFORMATIONAL

LEADERSHIP 13
Abstract:
This literature review discusses the "Interaction of Transactional and Transformation Leadership" concept which many scholars and authors have seen and criticized. The thesis will be performed through an interactional analysis. Leadership is an organization's action and operation process; a successful leader is the one who can decides and implements the co
ect and effective means of leadership. If a leader is unable to choose a useful way, then it might lead to an organizational failure. The aim is to increase the understanding of two leaderships in order to guide and lead an effective organisation, and to strengthen the connection between transformational and transactional leadership and how it can influence an organization's leadership. The purpose of this article is also to demonstrate the importance of transactional and transformational management in student success. It also examines transactional and transformational leadership characteristics. Being a good leader, it's so important to learn all the details about the relationship between transactional and transformational leadership.
Keywords: transactional leadership, transformational leadership, the interaction of leadership, characteristics of leaderships
1. INTRODUCTION:
Most scholars have an interest in leadership and the subjects related to it, as they have written about this, however the connection between transactional and transformation leadership still remains one of the most crucial and important topics. Molly Hamilton [2010] was one of those writers, who wrote an article on this topic and started it by providing a synopsis of how transactional and transformational leadership characteristics are formed to give leaders some fundamental leadership skills. She also highlighted the importance of the interactions of transactional and transformation leadership in ensuring productivity at work. In addition to providing many examples from several organizations and sectors, she has worked and attempted to figure out "what does the relationship between transactional and transformational leadership consist of?" and "does transformation leadership improve transformational leadership or not?"
The article defined the idea of interaction between transactional and transformative leadership. It addressed a variety of management skills that include transactional and transformational leadership. Transformative leadership can be achieved through three methods:
“Raising one's level of consciousness about the importance and value of designated outcomes and ways of reaching these outcomes” stated by Bass [1985, p. 31]. For the team’s sake, organisation, or larger government, they were able to transcend their own interests and supported the sense of hierarchy. “The importance of the hierarchy is to achieve the motivation of the follower, and a way to do so is to satisfy the higher-order need of self-actualisation” [Dvir et al., 2002, p.736]. Bass suggested that "one needs to move beyond their self- oriented concerns, and transformational leaders need to do both by aligning the followers' interests in their development with the interests of the group, organisation, or society" [1985, p.13].
I acknowledge Molly’s view on transactional leadership that it will help to enhance the efficiency of the subordinates as transaction between leaders and subordinates. Typically, "It is a leadership focused on transactions between managers and employees" [Bass, 1990, p.20]. She has also described transformational leadership to empower and change her staff in order to enhance their efficiency. Bass mentioned that " transformational leadership happens once leaders
oaden and elevate the interests of their staff after they generate awareness and acceptance of the needs and mission of the cluster, and after they stir their staff to seem on the far side their self-interest for the nice of the cluster "[1990,p.21]. The point in showing the significance of the features of transactional and transformational leadership is valuable because when you apply one of them, you have to know its implications.
I agree with numerous journalists who suggest that successful pioneers will reinforce transformative leadership through educational programs to shape and shape society to boost the outcomes of understudies. Christopher Day, Qing Gu and Pam Sammons have made use of accurate information from 3-year of blended techniques, insufficient national research and improvement of essential, facultative schools in England, and undergraduate results, characterized by more than three years of national assessment and evaluation. This assessment shows how effective directors drive and maintain progress over time by using both transformational leadership and transactional leadership frameworks. These are new theoretical facts. Mixed approaches research systems would probably offer better understandings of authority and activities of directors who conduct and execute educational studies in schools than single-focal quantitative analysis, meta-examining or purely subjective methodologies, based on grain, more complex facts. Marks and printing [2003] ensured that a sound educational exercise initiative had some confined value and effect if pioneers reacted adequately to verifiably solid external demands for liability, performativity and change based on the a
angement. "It was silly to respond to requests made by a partner to start the management of training, however to share instructors with a really nice discourse upon these subjects and their educational and demonstration suggestions were fundamental" [p.392].
2. How are the student outcomes influenced with the usage of instructional and transformational leadership?
In faculties that retained or enhanced their effectiveness, as measured by the results of student studies and external evaluations, leaders showed that we always need expertise for every transformational and tutorial leadership. The results obtained were supported empirically with Leithwood and Sun's [2012] quote that "improvement needs leaders to enact a good vary of practices"[Leithwood & Sun, 2012, p.403]. It includes concrete principles of positive leadership in the schools through the implementation and accumulation of value-informed combinations and conduct that together contribute to effective student outcomes in community, personal and task-centre planning. By "layering," we speak about how, through various stages of development in the schools the leaders or directors chose, combined and shared specific emphasis on various combinations of both...
SOLUTION.PDF

Answer To This Question Is Available To Download

Related Questions & Answers

More Questions »

Submit New Assignment

Copy and Paste Your Assignment Here