NBS8417 : Leadership and Change in a Digital Age
- Offered for Year: 2024/25
- Module Leader(s): Dr Peter Lamb
- 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 3 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
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 Activities | Lecture | 3 | 3:00 | 9:00 | PIP workshops |
| Structured Guided Learning | Lecture materials | 8 | 1:00 | 8:00 | On line asynchronous lecture content |
| Guided Independent Study | Assessment preparation and completion | 1 | 60:00 | 60:00 | Independent study towards assessment completion |
| Guided Independent Study | Skills practice | 8 | 2:00 | 16:00 | Directed activities to apply skills in the workplace |
| Structured Guided Learning | Structured research and reading activities | 8 | 5:45 | 46:00 | Structured on line learning to support in person workshops |
| Guided Independent Study | Reflective learning activity | 8 | 3:00 | 24:00 | reflective practice and professional portfolio completion |
| Guided Independent Study | Independent study | 1 | 27:00 | 27:00 | N/A |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 4 | 1:00 | 4:00 | Seminar discussion and assessment surgery |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 1 | 2:00 | 2:00 | Module induction |
| Guided Independent Study | Online Discussion | 4 | 1:00 | 4:00 | Asynchronous discussion boards |
| Total | 200:00 |
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 |
|---|---|---|---|---|
| Essay | 3 | M | 100 | 2000 word essay that critically reflects on theories and practice of leadership and change plus reflective practice appendices. |
Assessment Rationale And Relationship
The summative assessment is 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 their context.
Completion of reflection and self awareness building activities from the outset requires students to observe and engage with their own professional practice in the workplace and provides a rich base of reflection to draw on in completing the essay.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NBS8417's Timetable