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Session: 2022/23
Last modified: 08/06/2022 10:36:45
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Title of Module: Leadership |
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Code: BUSN09055 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Dr Christian
Harrison |
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| Summary of Module |
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The aim of this module is to expose students to the concepts of leadership. Through the analysis of international case study material, students will explore the role that leadership plays in an organisation.
By engagement with 21st century problems facing organisations, students will develop diagnostic skills of synthesising information resulting from strategic analysis, making sound judgments in the absence of complete data and constructively challenging existing organisation ideas and practices. Knowledge and skills relating to problem-solving, team performance and communication will also be addressed. The module offers means by which learners would subject models of leadership to sustained critical scrutiny.The different theories and approaches to leadership will be critically examined.
Overall, the module integrates theory and practice to enable students to assess the leadership skills which will be required for their future careers..
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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 concept of leadership by displaying critical awareness of current developments in both the theory and practice of leadership.
L2.
Evaluate the various approaches of leadership in theory and practice
L3.
Critically reflect on leadership development needs of 21st century graduates and identify potential sources of development. |
| 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 9.
Demonstrate an understanding of the scope and defining features of leadership, and an integrated knowledge of its main areas and boundaries. A critical understanding of a range of the principles, principal theories, concepts and terminology of leadership. Knowledge of leadership that is informed by forefront developments.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply knowledge, skills and understanding in using a range of the principal professional skills, techniques, practices and materials associated with the discipline. Apply a few skills and techniques that are specialised in practising routine methods of enquiry and/or research.
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| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues in the discipline. Identify and analyse routine professional problems and issues. Draw on a range of sources in making judgements.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Present or convey, formally and informally, information on standard/mainstream topics on leadership to a range of audiences. Use a range of ICT applications to support and enhance work. Interpret, use and evaluate numerical and graphical data to achieve goals/targets.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise managerial responsibility for the work of others and for a range of resources.Practise in ways that show awareness of own and others’ roles and responsibilities.
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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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| The module will be taught by a combination of lectures and tutorials. In the tutorials, a variety of participative teaching methods will be used. The approach to learning and teaching places emphasis on participation and support. Students will be encouraged to take a pro-active approach throughout with tutorials particularly aimed at encouraging debate and discussion between students. Focused group discussions, syndicated breakout discussions and individual support during tutorials will be strategies aimed at ensuring a quality student experience on the module |
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 | 12 |
| Tutorial/Synchronous Support Activity | 6 |
| Asynchronous Class Activity | 82 |
| 100
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:
Harrison, C. (2018). Leadership Theory and Research: A Critical Approach to New and Existing Paradigms. Switzerland, Palgrave MacMillan
Harrison, C., Paul, S., and Burnard, K. (2016). “Entrepreneurial leadership in retail pharmacy: A Systematic Literature Review”. International Review of Entrepreneurship, 14(2),235 – 264.
Yukl, G. (2012) Leadership in Organisations NJ: Prentice Hall.
Clark, C. and Harrison, C. (2018) “Leadership: the complexities and state of the field”. European Business Review, 30(5), 514- 528 https://doi.org/10.1108/EBR-07-2017-0139)
Galloway, L. (2022) Leadership: Perspectives from Practice, London: Sage
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 & People |
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| Moderator | Dr Katie Mcquade |
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| External Examiner | Dr Dimitrinka Stoyanova Russell |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Written Assessment (100%) |
(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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This module is appropriate for all students irrespective of ethnic status, disability, age, gender, religious and sexual orientation. The module has been designed to take account of increase in the diversity of the student body and in this respect, the approach is "learner centred". The delivery of the module is personalised and students are supported by staff as well as the learning support team.
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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