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NBS8960 : Leadership Perspectives

  • Offered for Year: 2024/25
  • Module Leader(s): Dr Amy Stabler
  • Owning School: Newcastle University Business School
  • Teaching Location: Newcastle City Campus

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System


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 critical leadership perspectives. The module will provide learners with the opportunity to enhance their skills in making sense of leadership theory in relation to own practice to understand and develop as a leader. By the end of the module, learners will have:

•       Understood and appreciated the importance of self-awareness and self-development for leadership practice
•       Recognised the importance of own leadership practice in relation to others
•       Learned to make sense of leadership theory in relation to own leadership practice

Outline Of Syllabus

The syllabus will include topics such as:

• Overview of the development of leadership theories, e.g the evolution from Great Man to Responsible Relational Leadership Practices
• Overview of the development of leadership development theories
• Leader as coach and mentor
• Inclusive and ethical leadership practices
• Relational leadership and relational leadership development
• Popularised Leadership such as authentic leadership theory
• Entrepreneurial Leadership
• Team leadership
• Responsible leadership, e.g. in relation to the Good Life Goals from the United Nations Sustainable Development Goals (SDGs)
• Above syllabus reflects NUBS Global Graduate Attributes (e.g. socially and ethically responsible; committed to equality inclusion and diversity; confident, self-aware and mindful of personal values; personal responsibility for learning and high performance)

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion601:0060:00N/A
Scheduled Learning And Teaching ActivitiesLecture43:0012:00PiP: Based on 4 x 1 day study blocks across the programme which can be easily pivoted online
Structured Guided LearningLecture materials41:004:00N/A
Structured Guided LearningStructured research and reading activities121:0012:00Online learning activities designed to support scheduled face-to-face learning
Guided Independent StudySkills practice121:0012:00Application of learning into the workplace
Guided Independent StudyReflective learning activity201:0020:00N/A
Guided Independent StudyIndependent study241:0024:00N/A
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time61:006:00N/A
Guided Independent StudyOnline Discussion41:004:00Online discussion activities designed to prepare for scheduled learning
Guided Independent StudyDistance Learning Advance Preparation461:0046:00To prepare for synchronous sessions and broaden and deepen knowledge for practice application
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.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Essay1M1003000 word Reflective Essay. Increased word count and focus on reflection to consolidate learning, previously in two components
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 exercise1MPreparation for summative assessment
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:

1.       A reflective essay, of 3,000 words, demonstrating the learners leadership development and leadership practice evidencing their understanding of self as leader in relation to leadership theory to identify areas of personal leadership development.

Summative feedback on the assessment will include ‘feed forward’, enabling learners to improve future academic and/or practice action.

Reading Lists