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Module

NBS8974 : Strategic Relational Leadership

  • Offered for Year: 2022/23
  • Module Leader(s): Dr Jenny Davidson
  • Lecturer: Mr Timothy Relton, Dr Joanne James
  • Owning School: Newcastle University Business School
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0

Aims

The aim of this practice-based module is to enable you to develop and enhance, to an advanced level, your knowledge, understanding and practice of strategic relational leadership. The module will provide you with the opportunity to enhance your skills of making sense of relational leadership, organisational complexities, and strategy-as-practice. By the end of the module, you will have

•       Understood and evaluated relational leadership
•       Understood and evaluated strategy-as-practice within a global context
•       Understood and evaluated organisational complexities and their strategic implications for the future of work

Outline Of Syllabus

The syllabus will include topics such as:

•       Understanding self within processes and practices of leadership, including responsible and relational leadership practices.
•       Personal and organisational development, and personal and organisational values (micro-meso)
•       Organisational and team dynamics (relational leadership – meso-level practices)
•       Collaborative relationships – multidisciplinary, cross-functional and transnational working
•       Strategic workforce planning
•       People development, engagement and inclusion (including the importance of self-awareness, emotional, social and cultural intelligence, empathy and compassion) for the future of work
•       Strategy-as-practice, including co-creating, developing, implementing and reviewing strategies with and through key stakeholders
•       Organisational vision, mission, strategies and policies – using personal presence and storytelling
•       Intra- and inter-relationships between individuals, business functions, corporate strategies within the context of the macro environment (social, technological, political, environmental, legal, economic)
•       Leading on leadership – becoming an Engaged-Activist Scholarly Practitioner

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion601:0060:00N/A
Scheduled Learning And Teaching ActivitiesLecture81:008:00PiP
Structured Guided LearningStructured research and reading activities121:0012:00Online supported by discussion board/padlet or similar
Guided Independent StudySkills practice121:0012:00Application of knowledge in the workplace
Scheduled Learning And Teaching ActivitiesWorkshops11:001:00Online synchronous module orientation session
Scheduled Learning And Teaching ActivitiesWorkshops11:001:00Online synchronous assessment surgery session
Scheduled Learning And Teaching ActivitiesWorkshops82:0016:00PiP
Guided Independent StudyReflective learning activity201:0020:00Designed to broaden and deepen knowledge
Guided Independent StudyIndependent study221:0022:00N/A
Guided Independent StudyOnline Discussion41:004:00Asynchronous
Guided Independent StudyDistance Learning Advance Preparation441:0044:00Online learning activities designed to support scheduled face-to-face learning
Total200:00
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.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Essay1M1004,000 word essay
Formative Assessments
Description Semester When Set Comment
Reflective log1MPreparation 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 two component parts:

a.       (50% weighting) A reflective essay, of 2,000 words, demonstrating the learner’s evaluation of their leadership practice, by drawing upon relational and other leadership theories and their work-based experiences. The essay will be supported by extracts from the learner’s eportfolio/reflective log
b.       (50% weighting) A critical evaluation, of 2,000 words, of a strategy within an organisation context with which they are familiar, demonstrating the learner’s evaluation of strategy-as-practice by drawing upon strategy theories and their own work-based experiences.

A reflective learning Portfolio is central to completion of the summative assessment, and is an appropriate assessment method for all learners, enabling them to consolidate what they have learned by reflecting on and articulating their personal and/or organisation practice and how it relates to their current conceptual understanding.

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

Reading Lists

Timetable