Postgraduate

NBS8960 : Critical Leadership Perspectives

Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0

Aims

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 (e.g. Raelin; Cunliffe Eriksen, 2011)
• Overview of the development of leadership development theories e.g. authentic leadership, relational leadership learning (Mavin et al, under review)
• Understanding self and self-development in relation to leadership practice; values-based leadership practices (Eriksen, 2012); values and stories (Shamir and Eilam, 2005); personal and organisational values; becoming the reflexive leader
• Inclusive leadership practices (Shore et al, 2011; Oswick and Noon, 2014) and belongingness and uniqueness
• Leadership as identity work, in practice
• Relational leadership and relational leadership learning
• Authentic 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

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials361:0036:00N/A
Guided Independent StudyAssessment preparation and completion441:0044:00N/A
Guided Independent StudyDirected research and reading81:008:00Designed to broaden and deepen knowledge
Scheduled Learning And Teaching ActivitiesSmall group teaching91:009:00N/A
Structured Guided LearningStructured research and reading activities181:0018:00Online 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 activity401:0040:00N/A
Scheduled Learning And Teaching ActivitiesDrop-in/surgery91:009:00N/A
Guided Independent StudyIndependent study201:0020:00N/A
Guided Independent StudyOnline Discussion41:004:00Online discussion activities designed to prepare for scheduled 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

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

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

Other Assessment
Description Semester When Set Percentage Comment
Essay1M602000 words Reflective Essay
Reflective log1M401000 words Reflective log
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 2 components:

1.       A reflective essay, of 2,000 words, demonstrating the student’s understanding of self as leader in relation to leadership theory and their leadership practice to identify areas of personal leadership development.
2.       A reflective learning log, of 1,000 words, demonstrating critical analysis of their leadership practice in relation to theory, and supported by extracts from the student’s reflective leadership practice log highlighting relevant relational leadership 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