UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Leadership and Change (CB9062)
2.
School or partner institution which will be responsible for management of the module
Kent Business School
3.
Start date of the module
September 2013
4.
The number of students expected to take the module
20 part-time, 40 full-time
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
M
7.
The number of credits and the ECTS value which the module represents
15 (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
MBA - compulsory module
11. The intended subject specific learning outcomes
11.1
Explain and critically analyse the concepts of leadership and management and their
application in organisations.
11.2
Evaluate, select and apply a range of approaches to identifying leadership and management
development needs in differing organisational contexts and in international and global
contexts
11.3
Critically analyse and evaluate approaches to the formulation and implementation of
leadership and management development strategies to meet current and future organisational
needs and their role in enhancing organisational competence.
11.4
Design, critically evaluate and advise on a range of leadership and management development
interventions to implement leadership and management development strategies and plans
11.6
Display an enhanced understanding of the role of leaders in ethically managing change, and
act ethically and professionally with a demonstrated commitment to leadership and
management practice
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11.7
11.8
Understand the nature of organisational change from the leadership and other different
stakeholder perspectives.
Understand how theories of change relate to organisational development
12. The intended generic learning outcomes
On completion of this module students will be able to demonstrate:
12.1
12.2
12.3
12.4
12.5
12.6
12.7
12.8
12.9
Problem solving and decision taking skills
Research skills in the business and management area
Critical thinking skills
Ability to learn through reflection on practice and experience
Ability to work with complex material
Ability to analyse problems and identify appropriate solutions
Ability to work and study independently and utilise resources effectively
Communication and report writing skills
Ability to scan and organise data, abstract meaning from information and share knowledge
with others both through team working and independent report writing
13 A synopsis of the curriculum
This is a core module for students registered on the MBA programme. Leadership can be defined as
the capacity to influence people, by means of personal attributes and/or behaviours to achieve a
common goal. Leadership is not just about the qualities of an elite few, although the leadership skills
of chief executives and their teams are of fundamental importance for organisations. Leadership and
management is a highly contextual and contingent activity. Change is an essential and inevitable
feature of organisational life. Change can affect entire economies and industries as well as individual
organisations. Change management is effectively the implementation of corporate strategy, yet there
is research evidence that there is a lack of change management capacity and capability within
organisations in general.
This module aims to familiarise students with major contemporary research evidence on effective
approaches to leadership and development practice. Particular approaches to leadership
(transactional/transformational leadership, authentic leadership, power and influence), an
understanding of management approaches, teaching and research focusing on the links between
people management practices and positive organisational outcomes will be covered, alongside
research highlighting major contemporary changes and developments in practice. There will also be
discussions and debates in the specific fields of leadership, change management and leadership
development. Contemporary topics such as ethical leadership, diversity and leadership (covering
topics such as women leaders, multicultural leadership) and case studies on leadership in public and
private sectors will be covered.
Students will be informed in HR matters such as managing others fairly and effectively, increasing
levels of engagement, commitment, motivation and performance. Students will familiarise
themselves with the various change management literature and relate them to organisational and HR
strategies.
14 Indicative Reading List
Balogun, J. and Hope-Hailey, V. (2004). Exploring Strategic Change. (2nd Edition). London:
Prentice Hall.
Bryman, A., Collinson, D., Grint, K., and Jackson, B. (2011) The SAGE Handbook of Leadership,
London: SAGE.
Collinson, D, Grint, K., and Jackson, B. (2011) Major Works in Leadership Studies, Vols. 1-4,
London: SAGE.
Holbeche, L. (2006). Understanding Change: Theory, Implementation and Success. Oxford:
Butterworth-Heinemann.
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Northouse, P. (2010) Leadership: Theory and Practice (5th Edition), London: SAGE.
Yukl, G. (2009) Leadership in Organizations (7th Edition), London: Pearson International
15 Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended learning outcomes
The total student learning time for the module is 150 hours.
There will be 36 hours of class contact time. The remaining hours will be used for preparation for
lectures and seminars, reading case studies, reading academic journal articles referred in class,
revision and preparation of coursework. During these sessions, new learning materials will be
introduced to students who will interact with the module tuition team and with their peers. These
learning sessions will also involve small group discussion of case studies and scenarios and
plenary presentations and discussions.
Lectures will run in a workshop format where new concepts and requisite theory are introduced,
illustrated by reference to case studies and practice experience. There will also be small group
discussion/debate and case study analysis.
Hours
Subject LOs
Generic LOs
Lectures & Seminars 36
11.1-11.8
12.1-12.7, 12.9
Preparation
20
11.1-11.8
12.1-12.8
Independent study
94
11.1-11.8
12.1-12.8
Total hours
150
The focus will be on interactive teaching approaches appropriate to MBA style learning, with a
particular emphasis on case studies. Students will be set additional reading prior to and following
taught sessions, from sources such as the textbooks, academic and practitioner journals such as
the Harvard Business Review, and case studies.
16 Assessment methods and how these relate to testing achievement of the intended learning
outcomes
Assessment will consist of a 2 hour unseen examination (60%) and a 3000 word extended essay
(40%). This will be an individually-assessed essay typically comprising of an essay on a specific
topic, or a report on a case study.
Examination – 2 hour
unseen
Extended essay –
3000 words
Weighting
Subject LOs
Generic LOs
60%
11.1-11.8
12.1-12.9
40%
11.1-11.8
12.1-12.9
17 Implications for learning resources, including staff, library, IT and space
There is already some teaching and research on Leadership and Change within KBS on the MSc,
undergraduate level and in dissertations and final year projects. Copies of core will be bought for
the library with additional copies in future years to maintain a ration of at least one library copy
per 20 students. Standard IT resources will be required, including space for the module website
on the school server. In addition, use will be made of the Moodle Learning Environment.
Teaching rooms will be required for lectures in Autumn Term. Several KBS staff have research
and teaching interests in this area.
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18 The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be provided where
needed.
19 Campus(es) where module will be delivered: Canterbury only
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Graduate Studies: "I confirm I have been consulted on the above
module proposal and have given advice on the correct procedures and required content of module
proposals"
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Director of Graduate Studies
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
…………………………………………………….
Print Name
Module Specification Template
Last updated January 2013
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