This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 24/05/2022 14:49:37
|
Title of Module: Leadership and Entrepreneurial Skills |
|---|
|
Code: SPOR09042 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Health and Life Sciences |
|---|
| Module Co-ordinator: | Harry
Warburton |
|---|
| Summary of Module |
|---|
The module will enable students to assess and review the importance of leadership within the physical recreation industry, as well as demonstrating entrepreneurial skills through the creation of an independent business plan proposal for a sport and recreation related activity.
Rationale
The module examines key elements of leadership and explores how this impacts team performance when leading, managing and dealing with change. The module focuses on the use of leadership theories and their application when engaging positively with people. Students will also demonstrate entrepreneurial skills through the creation of a business plan proposal relating to the sport and recreation industry. During this time students will develop key work related skills such as independent planning, decision making and problem solving whilst being encouraged to discover and explore solutions to common industry problems in an innovative fashion.
Through learning about and applying leadership processes, students will collectively develop transferable skills such as team work, planning, problem solving, innovation, communication and IT skills. These attributes will increase student employability as coaches, leaders and graduates who are considered ‘work ready’ within sport and ‘universal’ settings.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Analyse a range of leadership theories;
L2.
Evaluate entrepreneurial qualities required to be successful in the sports industry;
L3.
Apply sound entrepreneurial and business approaches in a sport and recreation context. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 9.
A critical understanding of the principal theories, concepts and principles of leadership.
Detailed knowledge and understanding in one or more specialisms some of which is informed by or at the forefront of leadership and entrepreneurial practice.
Knowledge and understanding of the ways in which the leadership has and is continuing to develop.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use a range of the principal skills, practices and/or materials associated with leadership and entrepreneurship.
Advance practical skill set within a social and collaborative environment.
|
| Generic Cognitive skills |
SCQF Level 9.
Use a range of approaches to address and consider the influence and appropriateness of theories and concepts in relation to designing a potential sport related product or service.
Advance independent learning through academic reading.
|
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Convey complex ideas in well-structured and coherent form.
Demonstrate numeracy skills within a business context.
Use a range of forms of communication effectively in both familiar and unfamiliar contexts through individual and group work.
Select and use standard ICT applications to process, obtain and display a variety of information and data.
|
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise organisational skills, initiative and independence within group activities and develop an awareness of one’s own and others’ roles and responsibilities. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
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) |
| Tutorial/Synchronous Support Activity | 18 |
| Asynchronous Class Activity | 18 |
| Independent Study | 164 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
(Core)
Harrison, C. (2018). Leadership Theory and Research: A Critical Approach to New and Existing Paradigms. Palgrave Macmillan: Switzerland.
(Recommended)
Kuratko, D. F & Morris, M. H. (2013). Entrepreneurship and Leadership. Edward Elgar Publishing: Cheltenham
Lussier, R & Achua, C. (2015). Leadership: Theory, Application & Skill Development. South Western College Publishers.
Weinberg, R.S & Gould, D. (2015). Foundations of Sport and Exercise Psychology. Human Kinetics: Leeds.
Journals:
Journal of Applied Sport Psychology
Journal of Business and Psychology
Journal of Small Enterprise Research
International Journal of Sport Policy and Politics
International Journal of Entrepreneurship and Innovation
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Sport and Exercise |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Sport & Exercise L7-11 |
|---|
| Moderator | Drew Wallace |
|---|
| External Examiner | M Moran |
|---|
| Accreditation Details | |
|---|
| Version Number | 1.04 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Business plan (Weighting 50% LO3) |
| Class Test(Weighting 50% LO1, LO2) |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical learning or assessment, alternative formats and/or roles will be provided for students with physical disabilities which impact participation.
Please refer to the UWS Equality and Diversity Policy at the following link:
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|