• Offered for Year: 2026/27

• Module Leader(s): Dr Henny Mills
• Lecturer: Mrs Salome Bolton

• Owning School: Engineering
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

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 professional and leadership competences. The module will provide learners with the opportunity to enhance their skills in understanding leadership by understanding and reflecting on your competences and practises. It will further explore key leadership and professional development skills, ranging from emotional intelligence and opportunity recognition using different tools for self-reflection. It aims to teach and enables the students to reflect on practical leadership capabilities by examining value creation, leadership styles, influence, negotiation, and strategic planning. These learning units are underpinned by key theories on teamwork, communication, problem solving, and reflective practice using literature.

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
• Understand how to reflect on their leadership and understand working in a team

Outline Of Syllabus

The syllabus will include topics such as:
• Overview of leadership types
• Reflecting on leadership and team work
• Leader as coach and mentor
• Inclusive and ethical leadership practices
• Emotional intelligence
Opportunity Recognition
• Influence and persuasion in the professional engineering world
Organisation and Planning to develop leadership skills
• Responsible leadership, e.g. in relation to the Good Life Goals from the United Nations Sustainable
Development Goals (SDGs)

Teaching Methods

Teaching Activities

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, include but are not limited to the following: lectures, seminar and external speakers an to acquire knowledge and understanding of theory in practice are provided through attending lectures, literature including videos, reading and research, and work-based and reflective learning. Learning through dialogue, discussion and collaboration, in face-to-face teaching and self study, 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 is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about practice, and feedback as well as self reflection.

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 external speakers representing industry in practise.
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.

Assessment Methods

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

Other Assessment

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.

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 component:
1. A reflective essay, of 3,000 words, demonstrating the learners leadership development and leadership practice
evidencing their understanding of self as leader in relation to leadership theory to identify areas of personal
leadership development.
2. Presentation and engagement during the module will be the second assessment components. Students are expected to enhance their face-to-face by independent reading and enquiry, for which they are given guidance on relevant materials. Presentations, group work, and active workshop participation are essential components of a leadership and professionalism module because they reflect the real skills leaders need in practice. Leadership requires clear communication, confident presentation skills, and the ability to articulate ideas effectively. Regular individual and group presentations give students opportunities to practise these behaviours and apply leadership theories to real examples. Group work mirrors professional environments where leadership is collaborative, requiring teamwork, negotiation, and shared decision making. Working in groups helps students develop interpersonal skills and experience different leadership roles. Active learning through workshops and practical exercises ensures students move beyond passive understanding to the practical application of leadership and professionalism behaviours. These activities directly support key learning outcomes—such as communication, collaboration, ethical awareness, and reflective practice—and prepare students for professional expectations by building confidence, competence, and real world readiness.

Reading Lists

• ENG8044's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• ENG8044's Timetable