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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

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


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

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials41:004:00N/A
Scheduled Learning And Teaching ActivitiesLecture43:0012:00PiP: Based on 4 x 1 day study blocks across the programme per semester which can be pivoted online
Guided Independent StudyAssessment preparation and completion601:0060:00N/A
Guided Independent StudySkills practice121:0012:00labelled as work based on roadmap
Structured Guided LearningStructured research and reading activities121:0012:00Online learning activities designed to support scheduled face-to-face learning
Guided Independent StudyReflective learning activity201:0020:00N/A
Guided Independent StudyIndependent study241:0024:00N/A
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time61:006:00To enable inclusive approach for learners which aligns with programme pedagogy
Guided Independent StudyOnline Discussion41:004:00N/A
Guided Independent StudyDistance Learning Advance Preparation461:0046:00To prepare for synchronous sessions and to 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
Case study2M1003,000 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 exercise2MPreparation 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.

Reading Lists