Postgraduate

NBS8968 : Leadership for the Future of Work

Semesters
Semester 2 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 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. 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 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
•       Relational leadership focusing on the development of trust, stories and reciprocal feedback to enable an environment where people can take risks
•       Reflexivity in relation to values, power, privilege, in becoming intersectional learners and leaders
•       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)
•       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

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 materials182:0036:0018 hours of non-synchronous lectures
Guided Independent StudyAssessment preparation and completion441:0044:00N/A
Guided Independent StudyDirected research and reading81:008:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching91:009:00online discussion
Scheduled Learning And Teaching ActivitiesSmall group teaching91:009:00online seminars
Structured Guided LearningStructured research and reading activities92:0018:009 hours of structures guided learning
Guided Independent StudySkills practice121:0012:00labelled as work based on roadmap
Guided Independent StudyReflective learning activity401:0040:00N/A
Guided Independent StudyIndependent study201:0020:00N/A
Guided Independent StudyOnline Discussion41:004:00N/A
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
Case study2M602,000 words: working through a 'wicked' problem and the implications for leadership practice.
Reflective log2M401,000 words inclusive leadership in practice.
Formative Assessments
Description Semester When Set Comment
Reflective log2MPreparation 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.       An case study, of 2,000 words, focused on how learners have explored and critically analysed the possibilities and implications for leadership practice, which appreciates a wide variety of social, economic, political, religious, ethical and cultural perspectives of working through a 'wicked problem'.
2.       A reflective leadership practice log, of 1,000 words, that highlights “a striking moment” in relation to their experiences and practices of inclusive leadership.

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