NBS8960 : Leadership Perspectives
- Offered for Year: 2024/25
- Module Leader(s): Dr Nicola Patterson
- Lecturer: Dr Amy Stabler
- 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 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
• Overview of the development of leadership development theories
• Leader as coach and mentor
• Inclusive and ethical leadership practices
• Relational leadership and relational leadership development
• Popularised Leadership such as authentic leadership theory
• Entrepreneurial Leadership
• Team 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
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 4 | 1:00 | 4:00 | N/A |
| Guided Independent Study | Assessment preparation and completion | 60 | 1:00 | 60:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 4 | 3:00 | 12:00 | PiP: Based on 4 x 1 day study blocks across the programme which can be easily pivoted online |
| Structured Guided Learning | Structured research and reading activities | 12 | 1:00 | 12:00 | Online learning activities designed to support scheduled face-to-face learning |
| Guided Independent Study | Skills practice | 12 | 1:00 | 12:00 | Application of learning into the workplace |
| Guided Independent Study | Reflective learning activity | 20 | 1:00 | 20:00 | N/A |
| Guided Independent Study | Independent study | 24 | 1:00 | 24:00 | N/A |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 6 | 1:00 | 6:00 | N/A |
| Guided Independent Study | Online Discussion | 4 | 1:00 | 4:00 | Online discussion activities designed to prepare for scheduled learning |
| Guided Independent Study | Distance Learning Advance Preparation | 46 | 1:00 | 46:00 | To prepare for synchronous sessions and broaden and deepen knowledge for practice application |
| 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 | 3000 word Reflective Essay. Increased word count and focus on reflection to consolidate learning, previously in two components |
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 |
|---|---|---|---|
| Written exercise | 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 1 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.
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/
- NBS8960's Timetable