NBS8968 : Leadership for the Future of Work
NBS8968 : Leadership for the Future of Work
- Offered for Year: 2024/25
- Module Leader(s): Dr Nicola Patterson
- Lecturer: Professor Sharon Mavin
- Owning School: Newcastle University Business School
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 2 Credit Value: | 20 |
ECTS Credits: | 10.0 |
European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
The aim of this practice-based module is to enable learners to develop and enhance, to an advanced level, their knowledge, understanding and practice of leadership for the future of work. The module will provide learners with the opportunity to enhance their skills for tackling ‘wicked problems’ through inclusive leadership practices and working collaboratively. By the end of the module, learners will have:
• Understood and appreciated how knowledge may be constructed and acquired differently across cultures to recognize the important of collaboration and collaborative practices for the future of work
• Made sense of ‘wicked problems’ in their own leadership practice
• Learned to develop inclusive and collaborative leadership practices to explore the possibilities of working through ‘wicked problems’
Outline Of Syllabus
The syllabus will include topics such as:
• Creating an inclusive culture encouraging diversity and equity
• Leaderful practice in volatile, uncertain, complex, ambiguous (VUCA) contexts to manage complex, ambiguous issues
• Reciprocal feedback to enable an environment where people can take risks
• Leadership discovery and beyond authority to influence, negotiate and use advocacy to build reputation and effective collaborations
• Wicked problems (e.g. energy, ageing/health, big data, disruptive technologies)
• Collaborating and collaborative practices: working in multi-disciplinary teams balancing people and technical skills and continual development
• Applying mastery from critical perspectives and mastering practice to own contexts, in relation to the NUBS Global Graduate Attributes
Learning Outcomes
Intended Knowledge Outcomes
On successful completion of this module, learners will be able to demonstrate:
• An understanding of inclusive leaderful practice in volatile, uncertain, complex, ambiguous (VUCA) contexts to explore the possibilities of working through ‘wicked problems’ by recognising the interplay between their organisational context and global challenges
• Critical analysis of collaboration and collaborative practices for the future of work to appreciate how knowledge may be constructed and acquired differently
• Critical analysis of ‘wicked problems’ in their own leadership practice which appreciates a wide variety of social, economic, political, religious, ethical and cultural perspectives
Intended Skill Outcomes
On completion of this module, learners will be able to:
• Integrate leadership knowledge, collaborative skills and experiences through multidisciplinary projects to tackle wicked problems
• Create and organize collaborative spaces which appreciate a wide variety of social, economic, political, religious, ethical and cultural perspectives to explore possibilities
• Be critically reflexive in relation to their inclusive and collaborative leadership practice
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Guided Independent Study | Assessment preparation and completion | 60 | 1:00 | 60:00 | N/A |
Structured Guided Learning | Lecture materials | 4 | 1:00 | 4:00 | N/A |
Scheduled Learning And Teaching Activities | Lecture | 4 | 3:00 | 12:00 | PiP: Based on 4 x 1 day study blocks across the programme per semester which can be pivoted online |
Structured Guided Learning | Structured research and reading activities | 12 | 1:00 | 12:00 | Online learning activities designed to support scheduled face-to-face learning |
Guided Independent Study | Skills practice | 12 | 1:00 | 12:00 | labelled as work based on roadmap |
Guided Independent Study | Reflective learning activity | 20 | 1:00 | 20:00 | N/A |
Guided Independent Study | Independent study | 24 | 1:00 | 24:00 | N/A |
Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 6 | 1:00 | 6:00 | To enable inclusive approach for learners which aligns with programme pedagogy |
Guided Independent Study | Online Discussion | 4 | 1:00 | 4:00 | N/A |
Guided Independent Study | Distance Learning Advance Preparation | 46 | 1:00 | 46:00 | To prepare for synchronous sessions and to broaden and deepen knowledge for practice application |
Total | 200:00 |
Teaching Rationale And Relationship
The teaching methods recognise the importance of learners learning about context, content and processes for their own individual and organisational development of advanced professional practice.
The teaching and learning methods support achievement of the module’s learning outcomes. The processes of teaching and learning, within this blended learning module, include but are not limited to the following: Face-to-face and online opportunities to acquire knowledge and understanding of theory in practice are provided through attending lectures, listening to and watching podcasts and/or videos, reading and research, and work-based and reflective learning. Learning through dialogue, discussion and collaboration, in face-to-face teaching and online, enables students to articulate, respond to and provide feedback on theory, knowledge and practice application, and to question and challenge their work-based practices. Collaborative social learning, online and in the classroom, is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about practice, and feedback.
As a post-experience programme, contextualising theory in practice requires not only academic input but also practitioners’ knowledge and expertise and, therefore, some lectures or workshops will be taught by adjunct staff. Reflection on practice, through completion of a reflective journal, supports the learner to evaluate their understanding of the relevant subject knowledge, and to question and challenge their work-based practices, through applying and integrating theory in practice.
Students are expected to enhance their face-to-face and online learning by independent reading and enquiry, for which they are given guidance on relevant materials.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Case study | 2 | M | 100 | 3,000 words: working through a 'wicked' problem and the implications for leadership practice. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
Description | Semester | When Set | Comment |
---|---|---|---|
Written exercise | 2 | M | Preparation for summative assessment through engagement on online discussion board |
Assessment Rationale And Relationship
Formative Feedback
Formative feedback is provided throughout the module by encouraging learners to respond to questions and engage in reflection, dialogue, debate and discussion in online and face-to-face contexts. Collaborative learning, online and in the classroom, is a hallmark of the module and involves co-production of knowledge and ideas about practice, and feedback.
Summative Feedback
The module assessment enables learners to achieve the learning outcomes and to consolidate their learning by articulating their conceptual understanding and how it is used in practice. The assessment has 1 component
A case study, of 3,000 words, requiring learners to identify a wicked issue relevant to their organisational context before critically analysing the possibilities and implications for leadership practice, which appreciates a wide variety of social, economic, political, religious, ethical and cultural perspectives.
Summative feedback on the assessment will include ‘feed forward’, enabling learners to improve future academic and/or practice action.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NBS8968's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- NBS8968's past Exam Papers
General Notes
N/A
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Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.