MCL8003 : Strategic Leadership in Healthcare
- Offered for Year: 2017/18
- Module Leader(s): Dr Paul Young
- Lecturer: Mrs Diane Goff, Dr Yincent Tse
- Owning School: FMS Graduate School
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||15|
|Semester 3 Credit Value:||5|
To enable students to:
• Develop an understanding of strategic leadership in healthcare from a local, national and international perspective.
• Review and embed effective and sustainable change using service improvement methodology.
• Consider their role in relation to the new commissioning processes and the potential impact on their organisation.
• Consider the use of 'power' in influencing others and the 'politics' of strategic leadership.
Outline Of Syllabus
• Organisation culture
• Innovation and creativity
• Service and quality improvement
• Change management – theory and techniques
• Political leadership
• Power and influencing skills
• Leadership pipeline
• Critical incidents and leadership dilemmas
|Guided Independent Study||Assessment preparation and completion||72||1:00||72:00||Written assessment preparation. Formative assessment preparation|
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||Lectures use practical case studies to highlight leadership dilemmas|
|Guided Independent Study||Directed research and reading||80||1:00||80:00||Self-directed reading in relation to the module topics|
|Scheduled Learning And Teaching Activities||Small group teaching||2||3:00||6:00||Small group workshops|
|Guided Independent Study||Independent study||30||1:00||30:00||Maintain online reflective leadership journal|
Teaching Rationale And Relationship
The teaching methods are varied and include lectures, small group teaching, workshop activities, independent study and reflective learning (including development of an online portfolio). Intended learning outcomes include synthesis of theory and practice in relation to local, national and international healthcare leadership, service and quality improvement, change management and the 'power' and 'politics' of strategic leadership. This will enable students to critically review and apply appropriate quality improvement methodology in order to embed transformational organisational change.
The format of resits will be determined by the Board of Examiners
|Oral Presentation||10||3||M||20||Develop an A1 poster in relation to the 'leadership journey' and learning|
|Essay||3||M||80||3000 word essay - Change Management Project linked to leadership behaviour|
|Written exercise||2||M||300 word summary and rationale in relation to identifying the Change Management project, linked to leadership behaviour|
Assessment Rationale And Relationship
For this assessment students will need to write a 3000 word essay in relation to organisational cultural context and change management theory. They are required to identify and analyse a change management project they have either led on or been part of in their work place. They should critically reflect on their own and others' leadership style throughout.
The purpose of the written essay is to enable the student to demonstrate learning regarding strategic leadership theory and assessment of organisational change and furthermore demonstrate its application within the healthcare provider setting.
The final piece of assessed work is for the students to develop and present a poster in relation to their ‘leadership journey’ and learning over the 10 month programme.
This will be assessed through peer and lecturer marking and will form 20% of the final overall mark within this Module.
For the formative assessment, students are required to write a 300 word summary and rationale in relation to their chosen change management project. To be submitted to the Blackboard VLE before the third study day.
The purpose of the formative assessment is to support the student in relation to identifying the most appropriate and useful change management project linked to leadership behaviour.
It is imperative the student receives feedback about their identified project in order that they can more confidently complete the summative assessment.