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Session: 2022/23
Last modified: 12/03/2021 15:33:42
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Title of Module: Emerging Leadership & Development |
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Code: LNDN11006 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 15 |
ECTS: 7.5
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | TBC
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| Summary of Module |
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Addressing complex business challenges requires innovative approaches and adaptive ways of working, to be able to engage widely and lead effectively. The ‘Emerging Leadership and Development’ module aims to develop an in-depth understanding of the theoretical and practical approaches to leadership. Students will be able to develop the essential knowledge and skills as well as the confidence to take the next steps as a future leader. This will be achieved by examining leadership models and the concept of empowerment, with consideration of techniques and methods for leading others. This includes a range of activities that will: challenge; develop leadership, teamwork and communication skills; stimulate positive thinking and self-awareness; and, present fantastic learning opportunities for the aspiring students. On successful completion of this module, students will not only understand how to meet the challenges of leading individuals and teams. They will also know how to support, motivate, and inspire themselves and others to exceed expectations.
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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.
Explain the nuanced conceptualisation of leadership.
L2.
Evaluate the different theories of leadership, and both its importance and application within modern organisations.
L3.
Critically reflect on an organisation's contemporary, leadership development needs, identifying appropriate sources of development towards growth and measured success |
| 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 11.
Demonstrate and/or work with:
• Knowledge that covers and integrates most, if not all, of the main areas of emerging leadership & development in business – including their features, boundaries, terminology and conventions.
• A critical understanding of the principal theories, concepts and principles
• A critical awareness of current issues in emerging leadership & development in business
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Apply knowledge, skills and understanding:
• In using a significant range of the principal professional skills, techniques, practices and/or materials associated with emerging leadership & development in business
• In using a range of specialised skills, techniques, practices and/or materials that are at the forefront of or informed by forefront developments.
• In demonstrating originality and/or creativity |
| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in emerging leadership & development in business
• Develop original and creative responses to problems and issues.
• Critically review, consolidate and extend knowledge, skills, practices and thinking in emerging leadership & development in business
• Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Use a wide range of routine skills and a range of advanced and specialised skills as appropriate to emerging leadership & development in business, for example:
• Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
• Communicate with peers, more senior colleagues and specialists.
• Use a wide range of ICT applications to support and enhance work at this level and adjust features to suit the purpose
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities.
• Take significant responsibility for a range of resources.
• Manage complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.
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| 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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| This module is delivered via a combination of tutorials and workshops. Lectures involve the delivery and exposition of the material forming the basis of the module. Though this is structured and led by the lecturer, it is also intended that there will be a reasonable degree of student participation. Tutorials and workshops however, make quite specific demands upon students in relation to preparation and participation. Tutorial questions and case studies will be available on VLE at the beginning of the trimester, allowing students to prepare appropriately. Asynchronous discussion boards are used for group discussions and formative assessment. |
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) |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Independent Study | 114 |
| 150
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:
*Details of further resources, including textbooks, journals and online resources, will be identified at the beginning of each delivery in the module handbook, and made available via Moodle
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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 | Management, Organisations & People |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Management, Organisations and People |
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| Moderator | TBC |
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| External Examiner | TBC |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Roleplay (groups of 3) – preparation, peer review, cross-analysis (365o feedback) – 15 mins (swapping roles) |
| Reflective (performance of team and specific, leadership skill sets) |
(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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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
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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