SCX8005 : Leadership for Climate Change and Sustainability
- Offered for Year: 2024/25
- Module Leader(s): Dr Jenny Davidson
- Lecturer: Dr Stephen Blenkinsop, Mrs Qianqian Qin, Dr Scott Ashley, Dr Alistair Ford
- Owning School: School X
- Teaching Location: Newcastle City Campus
- Capacity limit: 49 student places
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 module enables the development of knowledge, understanding and practice of leadership for Climate Change and Sustainability. The module provides the opportunity to enhance the skills of making sense of leadership theories, organisational complexities, and strategy-as-practice. By the end of the module, students will have:
- Understood and evaluated leadership theories in relation to climate change and sustainability
- Understood and evaluated strategy-as-practice in the context of climate change and sustainability
- Understood and evaluated organisational complexities and their strategic implications for climate change and sustainability
Outline Of Syllabus
The module combines online learning and lectures with interactive workshops. Core teaching is delivered via lectures and online. Workshops are used to explore and evaluate the core syllabus and use social learning practices to support multidisciplinary learning.
Syllabus may include:
- 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
- People development, engagement and inclusion (including the importance of self-awareness, emotional, social and cultural intelligence, empathy and compassion) for climate change and sustainability
- Strategy-as-practice, including co-creating, developing, implementing and reviewing strategies with and through key stakeholders
- Exploration of the UN Inner Development Goals
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 | 9 | 1:00 | 9:00 | One per week |
| Structured Guided Learning | Structured research and reading activities | 25 | 1:00 | 25:00 | Asynchronous online |
| Scheduled Learning And Teaching Activities | Small group teaching | 10 | 2:00 | 20:00 | To support sense making of lecture content |
| Guided Independent Study | Reflective learning activity | 20 | 1:00 | 20:00 | N/A |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 1:00 | 2:00 | N/A |
| Guided Independent Study | Independent study | 62 | 1:00 | 62:00 | N/A |
| Scheduled Learning And Teaching Activities | Module talk | 2 | 1:00 | 2:00 | Module talk at outset to present module/ icebreaker sessions to build module community Module talk at the end to discuss learning and module experience with students. |
| Total | 200:00 |
Teaching Rationale And Relationship
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 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 own knowledge and 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.
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 | A | 100 | A reflective essay, of 3500-4000 words with supporting action plan. |
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 |
|---|---|---|---|
| Essay | 1 | M | 500 Word Reflective Writing |
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. In addition, a 500-word reflective writing piece is set mid-way through semester 1.
Summative Feedback
The module assessment enables learners to achieve the learning outcomes and to consolidate their learning by articulating the core skills and knowledge outcomes in relation to Climate Change and Sustainability
A reflective essay demonstrating the learner’s evaluation of leadership practice for Climate Change and Sustainability by drawing upon leadership theories and their own context.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SCX8005's Timetable