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Session: 2022/23

Last modified: 08/06/2022 10:31:36

Title of Module: Leading Change

Code: BUSN11085 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 10 ECTS: 5
(European Credit Transfer Scheme)
School:School of Business & Creative Industries
Module Co-ordinator:Dr Christian  Harrison

Summary of Module

Leaders create a vision of the future and position the organisation to move towards this. On this journey the leader uses a range of tools to guide the process. This module addresses how leadership influences organisational success, creating and inspiring the future vision of the sustainable organisation.  It reflects on the development of leadership theory and evaluates the tools employed by leaders in problem solving and organisational transformation.

Taking a specifically skills based perspective and using case studies of leaders in action, students will analyse the effectiveness of  leaders in different contexts, reflect on their own leadership skills and consider how these might be enhanced.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:




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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Critically review the main strands in leadership theory and emerging trends

L2. Critically evaluate significant societal variables on leadership such as gender, culture, ethics, globalisation

L3. Critically evaluate the role of the leader in promoting organisational change

L4. Reflect on, and critically evaluate, their own personal leadership skills

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 11.

A broad and integrated knowledge and understanding of core leadership skills

A critical understanding of the theories and principles of leadership in both the national and international context

Extensive and critical knowledge of some specialised areas of leadership theory

A critical understanding of the tools that can be used to measure aspects of leadership

Practice: Applied Knowledge and Understanding SCQF Level 11.

Reflection on their own leadership skills and consider how these can be enhanced within appropriate settings

Applying a range of techniques of enquiry and research relevant to subject area of leadership

Generic Cognitive skills SCQF Level 11.

Applying critical analysis and evaluation to the issues raised within the module

Identifying, abstracting, responding creatively to theoretical and practical issues the emerge in relation to the study of leadership

Communication, ICT and Numeracy Skills SCQF Level 11.

Communicating effectively to a range of audiences, including peers and tutors

Utilising appropriate ICT resources to support and inform learning

Autonomy, Accountability and Working with others SCQF Level 11.

Work effectively, together with others in groups or teams, taking a leadership role where appropriate

Reflect on their personal leadership style, and their ability to contribute to the group processes

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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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)
Laboratory/Practical Demonstration/Workshop12
Tutorial/Synchronous Support Activity6
Asynchronous Class Activity16
Independent Study66
100 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:

Harrison, C. (2018). Leadership Theory and Research: A Critical Approach to New and Existing Paradigms. Switzerland: Palgrave MacMillan

Clark, C. and Harrison, C. (2018) “Leadership: the complexities and state of the field”. European Business Review, 30(5), 514- 528

Day, D.V., Fleenor, J.W. Atwater, L.E., Sturm, R.E., and McKee, R.A. (2014). “Advances in leader and leadership development: A review of 25 years of research and theory”. The Leadership Quarterly, 25(1), 63-82.

Dinh, J.E. Lord, R.G., Gardner, W.L., Meuser, J.D., Liden, R.C., and Hu, J. (2014). “Leadership theory and research in the new millennium: Current theoretical trends and changing perspectives”. The Leadership Quarterly, 25(1), 36-62.

Harrison, C., Paul, S., and Burnard, K. (2016). “Entrepreneurial leadership in retail pharmacy: developing economy perspective”. Journal of Workplace Learning, 28(3), 150-167.

Harrison, C., Paul, S., and Burnard, K. (2016). “Entrepreneurial leadership in retail pharmacy: A Systematic Literature Review”. International Review of Entrepreneurship, 14(2): p 235 – 264.

Harrison, C., Burnard, K and Paul, S. (2018). “Entrepreneurial leadership in a developing economy: a skill-based analysis”. Journal of Small Business and Enterprise Development, 25(3), 521-548

Northhouse, P.G. (2012) Leadership: Theory and Practice, 6th ed. Thousand Oaks: Sage

Paul, S. and Whittam, G., (2015). “The show must go on: Leadership learning on Broadway”, Organizational Dynamics, 44(3), 196-203.

Yukl, G. (2012) Leadership in Organisations NJ: Prentice Hall

Galloway, L. (2022) Leadership: Perspectives from Practice, London: Sage

Students will have access to UWS library facilities so that core texts will be supplemented by case studies, academic journal articles and bespoke on-line resources.

(**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

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Supplemental Information

Programme BoardManagement, Organisations & People
Assessment Results (Pass/Fail) No
Subject PanelManagement, Organisations & People
ModeratorDr Katie Mcquade
External ExaminerI Gilhespy
Accreditation DetailsN/A
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Case Study 70%
Group Report 30%
(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.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Case studycheck markcheck markcheck mark 700

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Report of practical/ field/ clinical workcheck mark check markcheck mark300
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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
This module is appropriate for all students irrespective of ethnic status, disability, age, gender, religious and sexual orientation. The University provides facilities and resources for all students through the Enabling Support Team.
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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.