INNOVATION AND LEADERSHIP IN MANAGEMENT EDUCATION - 2022/3

Module Overview

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.

Module provider

Surrey Business School

Module Leader

RIVERS Christine (SBS)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

None

Module content

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 pattern

Alternative Assessment

n/a

Assessment Strategy

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

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.

Module aims

• Develop an understanding of the role of the teacher in management education including the identification of challenges for teaching teams on large modules and the impact of different teaching styles
• Identify various types of leadership in ME and apply feedback approaches
• Advance reflective and prospective thinking skills and feedback skills

Learning outcomes

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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: MANM410

Programmes this module appears in

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 2022/3 academic year.