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Session: 2022/23
Last modified: 01/06/2021 16:30:07
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Title of Module: Christian Leadership L7 |
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Code: THEO07014 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Dr Lina
Toth |
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| Summary of Module |
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This module introduces students to the core issues of Christian leadership as exercised within a variety of church ministry contexts. Students will consider models of leadership derived from a variety of sources including the Bible, business and the voluntary sector. A variety of leadership styles will be examined and evaluated for their potential usefulness in pastoral ministry. The manner in which leadership relates to personal temperament and individual gifting will be considered. Students will consider the pitfalls and challenges of church pastoral leadership and how these can be anticipated with compensating strategies. There will be consideration of the question of leadership integrity, particularly the personal qualities of a leader in a faith community and whether it is possible to lead others in ways the leader has not attained. This will allow for consideration of what it means to lead within an ethical framework, ethics applying both to the leader and the practice of non-manipulative leadership. Through discussion of case studies students will explore the challenges of Christian leadership in a faith community. Students will explore how to grow as a leader in skills and effectiveness. The course will offer the opportunity to explore the challenges of leadership in a variety of specific contexts, for example: church meetings (business, deacons’, ministry team, etc), the leader as exemplar in worship, pastoral care, relational integrity.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Describe and discuss different models of leadership, with reference to the relevant literature, and their suitability for the practice of Christian ministry.
L2.
Demonstrate an appreciation of the differing contexts in which leadership is exercised in pastoral ministry and the styles of leadership appropriate to these situations.
L3.
Convey the nature of effective Christian leadership and the practices which enable this.
L4.
Through role play and case studies demonstrate some practical competence and confidence in exercising leadership in a variety of church contexts. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Broad awareness of one of the core competencies of pastoral ministry, namely leadership, to understand its nature and function.
Some competence and understanding of the skills required to exercise effective leadership. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
How to lead a church community in the conduct of its business, mission and spirituality.
the ethical application of principles of leadership within a voluntary community |
| Generic Cognitive skills |
SCQF Level 7.
Research and critical analysis of written material, evaluation of concepts and models of behavior.
Application of ideas to life situations. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Use of library, books, internet resources in the pursuit of learning.
The retrieval, storing and use of materials in verbal and written assignments. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Working alone and in groups to produce presentations. Role play and case studies. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Adair, J and J. Nelson (eds), Creative Church Leadership (Norwich: Canterbury Press, 2004).
Beasley Murray, P., A Call to Excellence (London: Hodder & Stoughton, 1995)
Carroll,J., God’s Potters (Grand Rapids: Eerdmans, 2006)
Chaffee, P., Accountable Leadership (San Francisco: Jossey-Bass, 1997)
Bristow, J., Licensed to Hug (Trowbridge: The Cromwell Press, 2008)
Hussey, D., & R. Perrin, How to Manage a Voluntary Organization (London: Kogan Page, 2003)
Tidball, D., Ministry by the Book: New Testament Patterns for Pastoral Leadership (Nottingham: Apollos, 2008).
Nouwen, H., In the Name of Jesus, (New York: Crossroad Publishing, 1989).
Tucker, R. Leadership Reconsidered: Becoming a Person of Influence (Grand Rapids: Baker Books, 2008).
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Divinity |
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| Moderator | Dr Ian Birch |
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| External Examiner | A Jack |
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| Accreditation Details | |
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| Version Number | 2.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment: Portfolio 60% |
| Assignment: Essay 40% |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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As a Christian theological college, students should be aware that teaching, discussion and the college's ethos is from a confessional viewpoint. The college actively encourages an environment of openness and religious tolerance, but the main function of the college is the training of ministerial candidates and the learning environment will be supportive of this.
Where students need additional support, this is provided by the college team with reference if appropriate to other UWS colleagues, when they are referred to Student Support Services for further assistance. In consultation with the student, the needs of individual students are met, wherever practicable, and every effort made to ensure individual students are not disadvantaged.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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