INNOVATION AND LEADERSHIP IN MANAGEMENT EDUCATION - 2020/1
Module code: MANM410
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
This module focuses on innovation and leadership in management learning in particular how modules and programmes can be innovated based on certain characteristics (e.g. large cohorts, international students, students of different abilities). Various approaches to innovation will be introduced e.g. design thinking. Different leadership models used in management education will be discussed and evaluated. The use of technology in this context will also play a crucial role and will be part of this module. Please see module content for more details.
Surrey Business School
RIVERS Christine (SBS)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: N210
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Introduction to Management Education MANM408 and Theoretical Foundation in Management Education MANM409
Indicative content includes:
- What does innovation in Management learning and education mean?
- Design thinking in management learning and education
- The role of the “teacher” in Management learning and education
- Facilitation and Observation in Management Learning and education
- Challenges in leading different size modules
- Challenges in innovating modules at various FHEQ levels
- Managing conflict in modules
- Case studies of dealing with awkward situations (student requests, behaviour etc.)
|Assessment type||Unit of assessment||Weighting|
|Coursework||Video Presentation (based on an observed session) (10 min)||80|
|Coursework||Reflective Account (5 min)||20|
The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding of the relevant subject, link concepts and critically evaluate information and their own learning. The assessment strategy focuses on how learning objectives were met and outcomes achieved.
Thus, the summative assessment for this module consists of:
- Video presentation (10 min, 80%) – the presentation is a critical evaluation of an observed lecture/ seminar delivered online of offline. The evaluation includes suggestions for improvements directly to the academic, in a constructive manner and generic solutions in regards to the characteristics of the module (e.g. Marketing Principles, large class room lecture). The student should critically evaluate: innovative elements, leadership techniques and approach, communication with students, content delivery and structure of the session.
- The student will be assessed based on:
- Demonstration of theory and knowledge, applied insight and development, critical evaluation (includes quality of improvements based on evidence), structure and constructive argument. The video presentation includes references in the end as well as suggested links and references for further reading that can be of value to the academic observed
- Reflective account (5 min, 20%) – Students should reflect on how the learned content informed their understanding of management learning and education and in particular towards developing their own teaching philosophy throughout their studies.
Feedback will be provided online via the virtual learning environment and face-to-face during personal learning consultations. Feedback will be given to any summative assessments. Due to the structure of the programme students will receive feedback about their successful completion of each module at least 3 days before starting the new module. Thus, a maximum of a 10 day turn around for assessments can be expected.
- Develop an understanding of the role of the teacher in management learning
- critically engage students in the innovative design of modules
- sharpen students ability to observe collegues with the purpose of improving practice
- enable students to identify various types of leadership and give constructive feedback to colleagues
- identify challenges for teaching teams on large modules
- evaluate teaching styles and give suggestions for improvement
- advance reflective and prospective thinking skills through coaching consultations
|001||Critically evaluate the role of the teacher in management learning||CP|
|002||Innovate and or re-think modules using various concepts (e.g. design thinking)||PT|
|003||Lead workshops/ seminars/ lectures for different size cohorts||PT|
|004||Lead teaching teams and give constructive feedback for improvement||PT|
|005||Apply reflective and prospective thinking skills at an advanced level||PT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 132
Tutorial Hours: 18
Methods of Teaching / Learning
Enable students to independently inquire theory, concepts and different learning approaches and be reflective in their learning. The virtual learning environment supports the learning journey and each student is allocated a personal learning coach (PLC). PLCs are crucial for students to achieve the learning outcomes of reflection and prospection and develop a personal educational philosophy. .
The learning and teaching methods include:
- learning online using a range of materials from journals, to ebooks and multi media materials. This is part of the online learning and engagement hours element. Students are expected to engage with set activities online on a regular basis and gather information independently to complete these using the resources and facilities provided. Engagement with SurreyLearn is therefore key as well as keeping an ongoing learning diary, which can be uploaded to SurreyLearn.
- Students will ge the opportunity to observe a session or two either online or offline.
- Personal learning advisor to support academic learning for practitioners through coaching in order to develop reflective and prospective thinking skills further
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 INNOVATION AND LEADERSHIP IN MANAGEMENT EDUCATION : http://aspire.surrey.ac.uk/modules/manm410
Programmes this module appears in
|Management Education PGCert||2||Compulsory||A weighted aggregate mark of 50% 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 2020/1 academic year.