NBS8974 : Strategic Relational Leadership (Inactive)
- Inactive for Year: 2024/25
- 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
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 | |
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 Study | Assessment preparation and completion | 60 | 1:00 | 60:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 8 | 1:00 | 8:00 | PiP |
| Guided Independent Study | Skills practice | 12 | 1:00 | 12:00 | Application of knowledge in the workplace |
| Structured Guided Learning | Structured research and reading activities | 12 | 1:00 | 12:00 | Online supported by discussion board/padlet or similar |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 1:00 | 1:00 | Online synchronous module orientation session |
| Scheduled Learning And Teaching Activities | Workshops | 8 | 2:00 | 16:00 | PiP |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 1:00 | 1:00 | Online synchronous assessment surgery session |
| Guided Independent Study | Reflective learning activity | 20 | 1:00 | 20:00 | Designed to broaden and deepen knowledge |
| Guided Independent Study | Independent study | 22 | 1:00 | 22:00 | N/A |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 3 | 1:00 | 3:00 | To be timetabled at lunch times in weeks where there are no other timetabled activities for the module in order to support sustained learner engagement in the module |
| Guided Independent Study | Online Discussion | 4 | 1:00 | 4:00 | Asynchronous |
| Guided Independent Study | Distance Learning Advance Preparation | 41 | 1:00 | 41:00 | Online learning activities designed to support scheduled face-to-face learning |
| Total | 200:00 |
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 |
|---|---|---|---|---|
| Essay | 1 | M | 100 | 4,000 word essay |
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 |
|---|---|---|---|
| Reflective log | 1 | M | Preparation 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
- Timetable Website: www.ncl.ac.uk/timetable/
- NBS8974's Timetable