LEADERSHIP - 2019/0
Module code: MAN3149
The module will provide students an insight of a wide range of leadership practices in the extant literature in the context of tourism, hospitality and events. The module will cover from the fundamental notions of leadership frameworks/concepts to contemporary views of leadership practices. It offers a range of theoretical approaches and practices and their application within tourism, hospitality and events context. This will allow students to understand how leadership styles can impact individual wellbeing as well as organisational performance.
Hospitality, Tourism & Events Management
LAWLEY Kerstine (Hosp & Tour)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: N862
Module cap (Maximum number of students): 150
Prerequisites / Co-requisites
The module can be summarised into the following main areas:
- Definition: Ways of Conceptualising Leadership
- Description: Leadership and Management; Leadership and Power; Leadership and Coercion
2. Approaches to Leadership
- Trait Approach
- Skills Approach
- Style Approach
- Situational Approach
- Contingency Theory
- Path-Goal Theory
- LMX Theory
3. Types of Leadership style
- Transformational Leadership; Transactional Leadership; Servant Leadership; Paternalistic Leadership
4. Leadership in School of Hospitality and Tourism Management Context
- Strategy and development
5. Issues in Leadership Research
- Leadership development
- Leadership and Creativity
- Leadership and Power
- Leadership and Ethics
- Leadership and Innovation
- Leadership and Entrepreneurship
6. Group Presentations & Revision & Essay guidance
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||GROUP PODCAST ASSIGNMENT||30|
|Coursework||INDIVIDUAL ASSIGNMENT (2500 WORDS)||70|
Students who fail to participate in the group assignment will be permitted a reassessment to recover the marks. This will involve an assessed individual presentation to a member of the module team. Failure in the individual essay will require a resubmission of an essay with a different leader case study.
The assessment strategy is designed to provide students with the opportunity to demonstrate the awareness and insight of leadership issues/ practices in organisations at an advanced level. Students are required to demonstrate knowledge of theory, research evidence and contemporary practice. Students can choose to base their leadership podcast from a selection of industry leaders.
The module is assessed 30% by group presentation, and 70% by individual assignment.
Thus, the summative assessment for this module consists of:
30% Group Podcast Assignment
The group podcast will highlight how an industry leader managed various organisational issues within their respective organisation through evaluating their leadership approaches.
Each group will prepare a situation that your chosen leader managed successfully and at least one situation that your chosen leader failed to manage successfully. Each group needs to use at least three theories/ approaches of leadership discussed in class or covered in the core textbook to explain why and how your chosen leader managed the organisational issues successfully and unsuccessfully.
Each group member is required to participate in the preparation of the group’s podcast and each group must submit the podcast via SurreyLearn.
70% Individual Assignment
The individual assignment is an academic essay. The essay word count is 2500 words.
Based on a leadership case study and using relevant theory, students will be asked to review and evaluate how the leader managed organisational and personal issues (both positive and negative situations). Students will also reflect on their own leadership style and how this could work (theoretically) in practice with their case study leader.
Formative assessment and feedback
This module adopts an enquiry based approach to feedback where the emphasis is on providing resources to students which allow them to identify their own strengths and weaknesses in order to develop learning strategies which will allow them to improve their performance. These resources include:
- Prior to the assignment, lecture time will be spent discussing the assignment and feedback process;
- A detailed marking scheme which provides guidance on how marks will be awarded for each element of assessment. This marking scheme has benefits for both staff and students; for staff it allows for consistency of marking between markers and for rapid and rigorous marking, for students it makes it absolutely clear what is expected of them. Students will receive a mark for each element of the assignment which they can reference to the marking scheme for details individual feedback;
- Generic feedback which explains what students did well and did less well overall. This will take two forms. In the first lecture after submission, time will be spent explaining the key learning issues form the assignment and, once marking is completed, students will received detailed generic feedback via SurreyLearn including a statistical breakdown of marks so that they can place their own performance into that of their cohort.
Marks and specific feedback will be returned to students within 3 weeks of submission.
- To provide frameworks, concepts and tools for students to understand how employees are managed these days by different leadership practices, and the extent to which these leadership practices have made an impact to individual welling and organisational performance.
- To develop student's analytical skill by providing them an opportunity to discuss the strengths and weaknesses of the practical aspects of leadership approaches used in organisations these days.
- To encourage critical thinking and an awareness of the different competencies and skills that are required for leaders to deal with issues at the workplace, especially in a situation where leaders have to manage adverse situations.
- To give students an opportunity to develop a plan for how to improve the competencies and skills of a leader.
|1||Use experiential and participative learning principles for knowing what are the competencies and skills that are required for a leader and knowing how to develop these elements at the workplace.||KCPT|
|2||Review, plan and implement strategies/advice for developing such competencies and skills of a leader.||KCPT|
|3||Provide evidence of improved effectiveness in selected leadership practices.||KP|
|4||Demonstrate an in-depth knowledge of frameworks, concepts, and approaches on leadership research.||KC|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 117
Lecture Hours: 33
Methods of Teaching / Learning
The learning and teaching strategy is designed to be in the form of lectures and seminars. Class room based activities should follow the weekly lecture to ensure theory taught is embedded by discussion and seminar activities.
The lectures will comprise of teaching frameworks, concepts and ideas of leadership research in the extant literature. Seminars will operate on the basis of discussions of lecture materials/case studies, and some small group exercises/activities. Class time will be given for students to prepare their group presentations.
In order to improve student peer to peer engagement and learning, students are encouraged to watch each others podcasts. Further, in order to invite student’s participation/ active involvement in class, all students are required to read the assigned reading every week before the planned sessions. .
In order to enhance student’s learning experience, a number of real/adopted case studies will be used for discussion in class. For some classes, students will also be given chances to participate in group exercises/activities for practical reason. This module will also make use of the University’s virtual learning environment to support learning. For example, in order to encourage discussion within each group, the online discussion forum will be used and online discussion activiely encouraged.
The learning and teaching methods include 150 hours: 1) Weekly taught and interactive sessions (3 hrs per week x 11 weeks = 33 hrs), and 2) Independent learning for reading, research, and group discussion & presentation (Personal-directed/ self-directed learning = 84 hrs, and Group-directed learning = 33 hrs).
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for LEADERSHIP : http://aspire.surrey.ac.uk/modules/man3149
Programmes this module appears in
|International Tourism Management (SII DUFE) BSc (Hons)||1||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
|International Hospitality Management BSc (Hons)||1||Optional||A weighted aggregate mark of 40% is required to pass the module|
|International Tourism Management BSc (Hons)||1||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
|International Hospitality and Tourism Management BSc (Hons)||1||Optional||A weighted aggregate mark of 40% is required to pass the module|
|International Tourism Management (Dual Degree with SII DUFE) BSc (Hons)||1||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
|International Tourism Management MBus||1||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
|International Hospitality Management MBus||1||Optional||A weighted aggregate mark of 40% is required to pass the module|
|International Event Management BSc (Hons)||1||Optional||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.