MSc Leadership and Governance
01 Sep 2026 - 31 Aug 2027
| Course Leader | Joanna Howell |
|---|---|
| Course Team | Jennifer Law |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Part Time |
Document Version
| Version | 3 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
Educational Aim
The aims of the MSc Leadership and Governance award are to:
develop critical thinking knowledge and skills needed for an understanding, critical appraisal and application of the theories and techniques relevant to the field of public service management and governance;enhance participant’s confidence in the analysis of public services and the organisations within which they are delivered, public policy problems and overall solutions around these, informed by performance information and evaluations;enhance participants’ key analytical, evaluative, problem solving and risk assessment skills specifically targeted at leadership and the improvement of public services.
The outcomes relating to the achievement of these course aims will be specifically focused on promoting key participant impacts around knowledge and understanding, intellectual skills and also those concerned with both professional and vocational skills and it is this latter area whereby the values associated with ‘One Wales Public Service’ will be developed https://academiwales.gov.wales/pages/one-welsh-public-service.
Learning Outcomes
| A1 | Knowledge and understanding of concepts and models and techniques applicable to public services and their management |
| A2 | Critical understanding of emerging themes, trending practices and an understanding of contemporary conceptual and theoretical bases in public services and their management |
| A3 | The ability to critique work policies and practices by applying / appraisal of theoretical models relevant to public services and their management and governance |
| A4 | Understand the key challenges inherent in public service leadership and how these might be overcome. |
| B1 | The ability to think critically and creatively, and to manage and develop the creative processes in self and others |
| B2 | To organise thoughts, analyse, synthesise and critically appraise complex and at times, incomplete information |
| B3 | The capability to identify and appraise assumptions, evaluate theories and policies in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately |
| B4 | Analytical skills - based on a thorough and systematic approach to handling primary and secondary data. |
| B5 | The ability to evaluate, appraise and critique new ideas, theories, models and concepts |
| C1 | The ability to resolve complex problems and dilemmas and make decisions, establish robust criteria, using appropriate quantitative and qualitative decision-making techniques including identifying, formulating and resolving issues and solutions, the ability to create, identify and evaluate options, and the ability to implement and review decisions. |
| C2 | The ability to conduct research into issues relevant to public services either individually or as part of a team, through: problem identification; research design, data collection, analysis, synthesis and reporting. Data and information should be relevant, and should be sourced, organised, synthesised and analysed in order to extract well formulated meaning. Knowledge and information should be communicated effectively to relevant stakeholders, both orally and in writing. |
| C3 | To be politically aware and to understand organisational culture and practices and adapt personal behaviour and attitudes appropriately to fit in with that culture, using emotional intelligence |
| C4 | Undertake complex problem solving individually and in groups through curriculum, facilitation and group work skills and conflict resolution. |
| C5 | The ability to use digital awareness as part of finding solutions to policy problems and service re-design. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| AF4H145 | MOD010246 | Strategic Business Analysis | Running | 10 | specified |
| AF4S31 | MOD002394 | Strategic Financial Management | Running | 20 | specified |
| PS4S39 | MOD008064 | Commercial Relationships | Running | 20 | specified |
| SD4D02 | MOD010689 | Leadership and Governance Research Project | Running | 40 | specified |
| SD4H15 | MOD010680 | Being a Reflective Practitioner | Running | 10 | specified |
| SD4H17 | MOD010683 | Governance and Scrutiny | Running | 10 | specified |
| SD4H19 | MOD012526 | Collaborations and Partnerships | Running | 10 | specified |
| SD4S16 | MOD010687 | Leadership and Governance Work Based Learning 1 | Running | 20 | specified |
| SD4S17 | MOD010688 | Leadership and Governance Work Based Learning 2 | Running | 20 | specified |
| SD4S32 | MOD010696 | Leadership, Innovation and Change | Running | 20 | specified |
Teaching and Assessment
Learning and Teaching Methods
Active/simulation based
Active learning and simulation based activities occur within class. Examples of this include the use of Harvard Business Review case studies. The course team will also draw on other relevant case study material.
Lectures
Most sessions in most modules begin with didactic style teaching before introducing other individual, peer led, small group and whole group activities. The course team seeks to balance lecture based input with other learning and teaching methods. We recognise that some module content lends itself to lecture style teaching and others to more kinaesthetic learning approaches. Lectures are research and practice informed.
Groupwork / Seminars
All modules will include seminar and group activities within sessions. These will be facilitated in a small group and whole class basis. There will be many examples where seminars are used in the programme, for example, participants may be given a range of material to draw on in different groups and they will then review this within the context of an issue and feedback to the bigger group using flip-charts, ‘post-it’ notes.
Tutorials
The student cohort is likely to be diverse in terms of professional and academic experiences, confidence, practice skills and academic competence. Some may be returners to education after several years in practice and the intensity of the course and the need to juggle employment, study and family commitments can give rise to specific issues such as stress.
All module leaders will offer individual tutorials within the delivery of the modules in some of the ‘quiet time’ within the blocks. These should be initiated by individual students and may be one to one or small group basis. They may relate to unpacking and clarifying module content, preparing for assessments or discussing and understanding feedback.
Work-based
Work-based learning constitutes a significant proportion of the course learning and teaching methods. A total of 40 credits have been allocated to the development of learning in the work place.
Project Supervision
In the Research Project for Public Services module, supervision is facilitated between individual students and allocated dissertation supervisors. This is arranged between the student and the supervisor and arrangements are set in line with academic and module conventions.
Practical Classes and Workshops
Workshop style teaching occurs in all modules. Under ‘Chatham House’ rules, participants will be encouraged to share experiences, to reflect on workplace activities and to use these practices as key learning tools.
Directed Study (including Online Learning)
Directed study will underpin learning in all modules. Students will be informed of mandatory directed study and tasks and the timescale for the completion of such tasks. These will include academic reading, reflective writing and group tasks. Prior to the start of each module, tutors will identify at least one item for participants to focus on in preparation for the next module.
Independent Study
Independent study will underpin learning in all modules. Independent study will include individual, paired and group written, reading and reflective tasks. The ability to critically analyse, evaluate, self-appraise and reflect has significant emphasis within the course and such skills are honed through independent study.
Placement
This is covered within the work based learning above.
Formative assessment-scheduled
Assessments are diverse and seek to reflect the differing skills, abilities and learning preferences of our students. Formative assessments are embedded within modules and include individual and group projects, problem based learning exercises, case study analyses, problem solving scenarios, role plays, simulations, observations in practice, directed tasks, reflective diaries, and a range of directed readings for in class discussion and shared reflection.
Formative assessment-independent
Independent formative assessments will include individual and group projects, case study analyses, problem solving scenarios, observations in practice, directed tasks, reflective diaries, and a range of directed readings for in class discussion and shared reflection.
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
Each module will have contributions from outside and visiting speakers in key areas around leadership and governance. Colleagues in the University have strong and quality links with the policy network of public service individuals and organisations in Wales and will be able to draw on these. Some visiting speakers will be experts from other Universities and their expertise and perspectives will be a useful enrichment to the programme. Visiting speakers will also help to develop the networks of participants on the programme.
Work Placements
Partnerships with practice organisations further support engagement and participation. This joined up approach enables the application of theory to practice. As stated above, work placements constitute 40 credits of the overall 180 credits awarded.
Work-based Learning
Work based learning is integral to this Masters programme. Through these modules, graduates will be able to use theoretical material and approaches and reflect on practice in the placements.
Employer Forums
There will be three different forums across Wales in which the range of stakeholders will come together. The course leader will be a part of this group.
Means of Assessment
Learning Support
The learning support available through the course
Induction
The course induction is a comprehensive overview of all aspects of the course and supports students’ understanding of expectations, and later engagement and progression. The expectations of graduates from Academi Wales’ perspective will be set out. Induction will include inputs from the faculty librarian and the provision of follow up individual support as required. The support staff who are responsible for signposting students to wellbeing and academic support will be made known to participants as will various web links which might be required. Students will also learn about their modules, the extenuating circumstances process and the roles of the Course leader and the work based learning tutor.
A course handbook is provided and this reinforces in writing the information given verbally during the induction session. The assessment schedule, assessment criteria handbook, postgraduate assessment criteria, module assignment briefs and timetable are also provided and/or identified and signposted on Blackboard.
We also discuss the role of the Course representative and ask students to consider nominations. Students leave with contact details for the course team.
Personal tutor
The Personal Tutor on this programme will be the work based learning tutor who participants will meet at the Induction. The course leader will also be a point of contact and will make herself available to students as much as possible in the block delivery sessions and also with on-line support through video calls and other messaging systems.
Office hours
A member of the USW course team will be available when graduates have a scheduled delivery, though this availability may not always be face to face. We are mindful of accessibility and competing demands on students and colleagues in line with normal practice, seek to respond to students as soon as they can within a reasonable time frame. Colleagues will also be available for teaching, supervision and tutorials in a range of ways (face to face, email and telephone). All module leaders will make participants aware of their usual ‘office hours’ and this will enable students to access tutors when they need to.
Tutorials
Graduates may be diverse in terms of professional experiences, confidence, practice skills and academic competence. Some may be returners to education after several years in practice and the intensity of the course and the need to juggle employment, study and family commitments can cause heightened anxiety and greater levels of need.
The course leader and all module leaders will be able to offer tutorials. These will be initiated by individual students and may be one to one or in small groups. They may relate to unpacking and clarifying module content, preparing for assessments or discussing and understanding feedback.
Tutorials may also relate to pastoral needs and through these, students can be signposted to a range of support services which will be a range of face to face support and a range of guidance offered on-line.
Seminars
All modules will include seminar activities. These will be facilitated on a small group and whole class basis and will involve for example, reviewing and discussing case studies, academic papers, methods of data collection.
Formative Assessment
The assessments within this Masters programme are diverse and seek to reflect the differing skills, abilities and learning preferences of a range of students. Formative assessments are embedded within modules, and set as directed tasks, and include individual and group projects, problem based learning exercises, case study analyses, problem solving scenarios, role plays, simulations, observations in practice, directed tasks, reflective journals, and a range of directed readings for in class discussion and shared reflection.
Progress meetings
Progress meetings will be convened as appropriate.
Research Supervision
Dissertation supervision is facilitated between individual students and allocated dissertation supervisors. This is scheduled by students throughout the final part of the programme and arrangements are set in line with academic and module conventions.
Online Resources
Blackboard is the virtual learning environment used by USW and the course team. Online reading lists, lecture notes, case studies, presentations and tasks will all be posted here. Students submit assignments via Blackboard and module leaders post feedback and grades here. Some module leaders will host and initiate online debates and discussions via Blackboard. All module leaders use Blackboard as a tool for online learning.
Advice Centres
The Advice Zone is a safe and confidential student centred service which supports students with any issues which have, or have the potential to affect their ability to study. The Advice Zone staff will also be able to help identify more specific sources of help and information should it be needed, providing a friendly, impartial and non-judgmental service and if necessary referring students to specialist services.
DDS Service
The Disability and Dyslexia service (DDS) provide a friendly, impartial and non-judgmental service and if necessary refers students to specialist services.
Students may self-refer or be referred by academic staff. Students will meet with an adviser and discuss support needs, complete assessments and an individual support plan may be put in place. This may lead to adjustments being made. The DDS service can enable a range of support mechanisms to be implemented.
IT/Library
The University has a library on every campus and these offer Library and IT facilities as well as being a contact point for Disability and Dyslexia Service (DDS), Careers, Student Development and Study Skills. Facilities include group and quiet study areas, PCs, Macs and printing. Through the library, students can access FINDit, the online mechanism for searching for books, full-text journal articles, news articles and conference proceedings. Librarians are available for individual meetings if required (students will meet the librarian on the very first day of the programme) and be directed to on-line support as required. Students will be able to access all services either in person, on-line or by telephone. When meeting the subject librarian in the Induction, graduates will also be made aware of the library resources and associated access to other University libraries in Wales.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Science | Final | |
| Postgraduate Certificate | 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 | Exit |
| Postgraduate Diploma | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Exit |
Progression Route
On completion of the MSc Leadership and Governance, graduates may go onto PhD study at USW, or other institutions, or continue their professional development through further employment.
Entry Requirements
Admission to the course is typically through the following qualifications:
Entry to this programme has been put in place by Academi Wales assessment processes as per the specification set out in the tender document. These specify that:
Participants must have an Honours degree 2:1 and above.
They will each have a pre-identified programme of three placements which are all focused on a specific issue.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
N/A
Quality Of Standards Indicators
QAA Subject Benchmarks Business and Management 2015 and Social Policy, 2016.