Awards
Target Award
Award Description:Master of Science - MS
Alternative Exit
Alternative Exit
Programme Offerings
Part-Time
F2F-JMU-JAN
F2F-JMU-SEP
Educational Aims of the Course
MSc Leadership and management practice 1. Apply the leadership and management skills and business knowledge required to operate as an effective leader and manager within a modern work environment. 2. Make a professional contribution to leadership and management practice within a fast moving environment drawing upon knowledge of functional areas and general business. 3. Apply cross-functional leadership and management skills to make a positive contribution to an organisation. 4. Assess strategic business issues and make a timely contribution to these through problem solving in a team environment. 5. As an independent learner, reflect on the principles and practice of self development and apply these so as to impact positively in an organisational setting. 6. Synthesise current management theory and business principles to improve personal practice, enhance career prospects and to facilitate personal, academic and professional development. 7.Be a reflective practitioner with the skills to critically evaluate problems using appropriate concepts, theories and models
Learning Outcomes
1.
Synthesise and critically apply current leadership and management theory to implement integrated leadership and management methodologies to improve organisational effectiveness.
2.
Develop, integrate and apply knowledge of key business functions to support strategic leadership decision making.
3.
Evaluate sustainable options for business development based on a developed understanding of business models, resource demands and functional capabilities.
4.
Critically evaluate financial statements and data in order to appraise and manage organisational risk.
5.
Critically apply knowledge of financial management to support organisational governance and strategic decision making.
6.
Structure and communicate ideas effectively across a range of media and participate constructively both as a leader and as a member of a group.
7.
Use critical and creative thinking in problem solving, negotiating and influencing, in an organisational context.
8.
Apply relevant research methods and approaches to critically appraise an issue within a working environment.
9.
Link theoretical concepts to practice to evaluate the impact of leadership on organisational and personal effectiveness.
10.
Critically appraise digital business/systems/disruptive technology and data to take advantage of current capabilities and opportunities.
11.
Demonstrate awareness that the world is an increasingly complex web of connections and interdependencies. Recognise that choices and actions may have repercussions for people and communities locally, nationally or internationally
12.
Critically reflect on self and organisational behaviour initiatives in order to enhance personal impact on organisational outcomes.
13.
Demonstrate an openness to new perspectives and diverse others.
14.
Employ personal reflection skills on a continuing basis through partnership working, professional team participation and independent learning.
15.
Integrate and apply organisational behaviour frameworks, models and approaches and evaluate how these impact individual, group and organisational effectiveness.
16.
Critically analyse and evaluate environment and capitalise on internal capabilities, using appropriate methods and tools, in order to create more sustainable competitive advantages.
17.
Develop strategies to exploit opportunities based on the critical appraisal of innovation concepts and models.
18.
Critically evaluate and apply innovative solutions to complex organisational issues.
19.
Adapt effective leadership strategies to support and enhance innovative practice and effectively manage change within an organisation.
20.
Critically appraise entrepreneurial theory and practice to support the development of sustainable business solutions and individual leadership competencies.
Teaching, Learning and Assessment
Learners will attend a 2-day residential at the start of their programme and modules will normally be delivered in block release format i.e. three full days per 10 credit module, however, days will be broken down into 2-3 hour workshops sessions. The university’s VLE (Canvas) will be employed to allow teaching and extension materials to be readily available off-site and provide a means for participants to maintain contact. A strong emphasis is placed on recognising that the workplace is an important place to learn; learners will integrate key concepts and theories, assessing the impact of these on their own working environment and reporting back on their findings. Action learning will be adopted as the key supportive and collaborative approach to learning. Issues and challenges and good practice from the workplace can be discussed and peer reviewed by tutors and colleagues on the course, providing a forum to bring ideas, thoughts, issues and actionable remedies to the fore. The predominant assessment methodology is one piece of individual coursework per module, which will require participants to relate their learning to an organisational setting. These assessments will normally be developed from their own experience or setting by each individual student through the module activities with the application of theory to practice being a key element of the programme. In the initial 20 credit module, the emphasis will be on a portfolio of work, bringing together different facets of learning activities enabling them to develop a broad understanding of themselves and their overall objectives for the duration of the programme. During all modules formative feedback, which supports the summative assessments, is on-going both within and outside the formal sessions. Students experiencing changing circumstances or difficulties with access may be supported by providing suitable case studies for their assessments, however this is not promoted. The assessment methodology, as set out above, provides the opportunities for participants to demonstrate knowledge and skills. In addition to this a 'flipped learning' approach will also be encouraged, providing content prior to the teaching and learning session using the university’s VLE, this approach brings the focus onto action learning, enabling the application of skill development. The VLE (Canvas) allows information and resources to be shared in advance of taught sessions. It also serves as a repository for module-based materials including assessment guidance, reading lists, contact information and signposting to further resources. Some modules use the discussion board feature to incorporate tutor led support and peer to peer communication. The Masterclasses, where keynote speakers address current issues, emerging practice and thought leadership will also be employed on the programme, fostering intellectual skills and addressing the ever changing nature of leadership and management in the real world. Knowledge and skills are assessed through individual work-related assessments, which may be supplemented with group activities. An important element of the programme is the opportunity it provides for participants to apply their learning to organisational situations. The fact that learning is applied, rather than being purely theoretical, is of critical importance to students, since their roles empower them to make a contribution to, and impact on, their organisation. In addition to students producing course work which links theory to practice, the application of learning is also achieved through case-study analysis and a sharing of understanding which draws on the group experience. The nature of classroom sessions is devised as an interactive, student-centred experience with group activities playing a large part in the classroom activity. Participants will be expected to undertake work on their own and, given the applied approach to assessment, this will demand a degree of self-management. The app
Programme Structure
Programme Structure Description
Students who follow the OD pathway will be eligible for the MSc Leadership and Management Practice (Organisational Development) or the alternative exit award of PG-Dip
For PG-Dip students must achieve 120 credits from taught modules only. For PG-cert students must achieve any 60 credits from taught modules only