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Module

NBS8417 : Leadership and Change in a Digital Age

  • Offered for Year: 2021/22
  • Module Leader(s): Dr Joanne James
  • Owning School: Newcastle University Business School
  • Teaching Location: Newcastle City Campus
Semesters
Semester 3 Credit Value: 20
ECTS Credits: 10.0

Aims

The aims of the module are to develop students’ knowledge and critical understanding of personal and professional development issues. Students will critically reflect on and evaluate their own personal and professional skills development, enhancing their understanding of their strengths and weaknesses. Students will consider the human factors to leadership in the effective implementation and management of technology enabled business processes. In particular, the module considers leadership in the context of leading multidisciplinary, cross cultural teams, leading change, and achieving high performance outcomes in collaboration with others. The module provides a structured mechanism to supporting students in planning their future career, and personal and professional development needs recognizing the requirement to balance leadership and technical skills in self and others. Experiential learning in the context of their own workplace will provide the basis for evaluating and reflecting on students’ own leadership approaches. Students develop greater clarity in the approaches and benefits of reflective practice and lifelong learning to develop flexibility and resilience.

Outline Of Syllabus

The programme of study will begin with period of self-analysis to build awareness of the self as a person, a professional and a leader. We will use a range of analysis tools to structure the process of reflection and encourage the students to receive feedback from peers on the programme and colleagues in the work place. Students will reflect on their role within their work context and critically reflect on behaviours.
Students are introduced to conceptual frameworks of leadership, organisational and business process change and team working, critically reflecting on their leadership role in a contemporary technology-based organisation. Students will be expected to identify development needs, to try out new approaches and to reflect on their developing professional practice leading to the creation of a personal development plan.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture46:0024:00PIP workshops
Guided Independent StudyAssessment preparation and completion160:0060:00Independent study towards assessment completion
Guided Independent StudyDirected research and reading85:4546:00Structured on line learning to support in person workshops
Guided Independent StudySkills practice62:0012:00Directed activities to apply skills in the workplace
Guided Independent StudyReflective learning activity82:3020:00reflective practice and professional portfolio completion
Guided Independent StudyIndependent study122:0022:00N/A
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time13:003:00Module induction
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time16:006:00Action Learning and Study Skills
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time31:003:00seminar groups
Guided Independent StudyOnline Discussion41:004:00Asynchronous discussion boards
Total200:00
Teaching Rationale And Relationship

This module adopts a facilitated experiential learning approach where students will reflect on their professional identity and personal development within their own contexts. Students will create a developmental cohort of peers to benefit from social learning approaches within the classroom and reflect on professional experiences from the workplace. Experiential learning in the workshop environment will include team working, presentation and communication activities and reflection on practice. Directed learning within the student's own workplace includes gaining feedback from colleagues, evaluating workplace approaches to leadership, team work and change and identifying areas for personal and professional development. Students will work together in small group action learning to reflect on professional experiences, gain insights and perspectives and identify strategies for development and change.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay3M502,000 word assessment that critically reflects on the models and theories of leadership and change encountered on the module.
Reflective log3M50Reflective essay drawing on a reflective portfolio to critically analyse leadership practice
Formative Assessments
Description Semester When Set Comment
Reflective log3MReflective log completion to support final assessment
Assessment Rationale And Relationship

The summative assessments are derived from the critically reflective learning journey of the module. The critical analysis of the literature of leadership and change requires students to evaluate models and theories as currently practiced and invites them to reflect on the suitability of these models for the digital technology environment and the future of work.

Completion of a reflective log from the outset requires students to observe and engage with leadership practice in the workplace and provides a rich base of reflection to draw on in completing the reflective log; the resulting essay demonstrates their ability to critically reflect on this practice and make recommendations for improvement.

Reading Lists

Timetable