Leadership in Higher Education

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MODULE TITLE: MODULE CODE: MODULE LEVEL: CREDIT POINTS: MODULE STATUS: SEMESTER: LOCATION: E-LEARNING: PREREQUISITE(S): CO-REQUISITE(S): MODULE CO-ORDINATOR(S):

Leadership in Higher Education M 20 Optional Both 1 and 2 Jordanstown/Coleraine/Magee Web-dependent None None Dallat, J, Dr (School of Education) SEDA Programme Leader: Madden, C Mrs (Staff Development)

TEACHING STAFF RESPONSIBLE FOR MODULE DELIVERY:

Madden, C Mrs (Staff Development) Ferris, M Mrs (Staff Development) Curran, R Mrs (Staff Development) Other members of University staff as appropriate Workshops Tutorials Online discussion 18 hrs 1 hr 12 hrs

Work-based learning and 169 independent study (including assessment) TOTAL EFFORT HOURS: ACADEMIC SUBJECT: RATIONALE Universities are experiencing tremendous change and have for some time been under immense pressure to be more efficient and effective. This has challenged the appropriateness of traditional collegial approaches to decision making and highlighted the need to develop effective leadership skills at all levels where colleagues need to influence others. 200 EDU

AIMS The aim of this module is to enable participants to develop a greater understanding of the academic leadership role in universities and to assist participants in developing the skills required to fulfil that role effectively. A further aim is to enable participants to develop an increased awareness of his/her own personal style through a review of key leadership theories and practice, to explore the similarities and differences between leadership and management and the skills and qualities of an effective manager and leader. LEARNING OUTCOMES A successful student will be able to show that he/she can: KNOWLEDGE AND UNDERSTANDING K1 K2 K3 Develop and demonstrate a critical knowledge and understanding of key theories of effective leadership in the context of Higher Education Identify and critically evaluate a range of leadership models in relation to his/her current practice Understand the relationship between leadership and management and demonstrate knowledge of leadership roles and responsibilities.

INTELLECTUAL QUALITIES I1 I2 I3 I4 Identify, analyse and synthesise materials from primary and secondary sources that assist in the understanding of leadership in the academic context. Construct and defend a reasoned argument in support of a proposed leadership approach Participate in academic and value discussions that develop from topics studied in both face-to-face and the online environment Reflect on own experiences and develop learning through the cross fertilisation of ideas from others’ experiences of working in different areas.

PROFESSIONAL/PRACTICAL SKILLS P1 P2 P3 Apply knowledge of leadership theory and models creatively to problem solving situations Recognise and utilise own and others contributions in group processes Apply the identified skills/behaviours of an effective leader in own practice

TRANSFERABLE SKILLS T1 T2 T3 T4 T5 Demonstrate proficiency in communication using a variety of media Use interpersonal skills and appropriate strategies to influence others Demonstrate an ability to deal with complex issues systematically and creatively Demonstrate an ability to recognise personal areas to develop and to enhance personal effectiveness through feedback from tutors and peers. Recognise and respond to the diverse needs of individuals

CONTENT Leadership theory and Models – explore earlier theories to provide context and consider contemporary leadership theories. Explore a range of leadership models and their variations (situation, culture, gender etc.) Leader versus Manager– examination of the relationship between leadership and management in higher education Leadership roles and responsibilities in higher education Self evaluation of current practice Leading change - explore how social, political, legal, economic, demographic and cultural changes influence the higher education institution and its leadership in the 21st century. Address how individuals and institutions manage change in a changing environment. Leadership communication skills – techniques to develop communication skills regarding listening skills, public speaking, leading meetings and developing a personal communication plan and developing feedback. Relationships. Motivation, Mentoring and Trust – explore how effective leaders build relationships and cultivate trust as well as the role of interpersonal dynamics, emotion, personality type LEARNING AND TEACHING METHODS Workshops will be used to introduce and develop underpinning knowledge Tutorials will be available for one-to-one or small group support. Online discussion will be used to extend discussions initiated in the workshops, and to build peer support networks Case studies will be used to explore theories and models in different situations. Work-based learning and independent study will be used to contextualise the workshop and online learning to the participant’s own professional environment and to facilitate his or her individual professional development in aspects of effective leadership. ASSESSMENT Formative assessment Participants are expected to contribute to each of the online activities/discussion and to post a reflective comment on each. (K1, K2, I1, I3 ,I4, P2,T1,T2, T3, T4, T5) Coursework 1 A presentation on a leadership topic applied in a current practical context. (K1, K3, I1, I2 , I3, I4, P1, P2, P3, T1, T2, T3, T4, T5) Coursework 2 This piece of work integrating the major themes of the module will be prepared and assessed on an individual basis. This should normally be a reflective case study of the application of leadership skills to effect a change in their current working environment and/or professional practice. (2000 – 2500 words) (K1, K2, K3, I1, I2, I4, P1, P3, T1, T2, T3, T4, T5) 100% Coursework

READING LIST AND ONLINE RESOURCES Required Ramsden, P (2003): Learning to Lead in Higher Education (2nd edition) London, Routledge Falmer. Deem, R (2001): New Managerialism and the Management of UK Universities. ESRC Funded Project Report, Oct 1998-2000 [online] Available at: http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/ViewAwardPage.aspx?data=95x cGPc1aYRdUzuqSClGA4J1yqsMs%2fDmtdxTF7%2bZiIjLjIWpFz5dYcE9ft32WSERj8 pa60hoZCAaCI72MvQaQnmL6gXimU8%2b2iGf7MHBHfbW64lm%2fIW1ILLmM0rCf S7bjJP7Il6mCNE%3d&xu=&isAwardHolder=&isProfiled=&AwardHolderID=&Sector= Government White Paper on the Future of Higher Education [online] Available at: http://www.dfes.gov.uk/hegateway/strategy/hestrategy/ Recommended Bennis, W (1998): On Becoming a Leader. London, Arrow Books (Random House Groups). DuBrin, AJ (2004): Leadership: Research Findings. Practice and Skills. 4th Edition. Boston, MA: Houghton Mifflin Company. Sadler, P (2003): Leadership (2nd edition). London, Kogan Page. Schein, EH (1992): Organisational Culture and Leadership (2nd edition). San Francisco CA, John Wiley & Sons Inc. Knight, P. and Trowler, P. (2001) Departmental Leadership in Higher Education. Maidenhead: SRHE. Kotter, J (1999) What Leaders Really Do. Boston MA,Harvard Business School Press. Middlehurst, R (1993) Leading Academics. Maidenhead: SRHE. Middlehurst, R and Garret, R. (2002) Developing Senior Managers: Summary Report HESDA Project, HEFCE Good Management Practice Fund. In addition, participants will be directed to relevant websites, journal articles and chapters. SUMMARY DESCRIPTION Universities are experiencing tremendous change and have for some time been under immense pressure to be more efficient and effective. This module enables participants to develop a greater understanding of the academic leadership role in Universities and to assist participants in developing the skills required to fulfil that role effectively. It also enables participants to develop an increased awareness of his/her own personal style through a review of key leadership theories and practice, to explore the similarities and differences between leadership and management and the skills and qualities of an effective manager and leader.

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