6B082E - Leadership and Professional Development 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 6B082E | ||
|---|---|---|---|
| Module Title: | Leadership and Professional Development | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Alys Parkins | ||
| Module Team: | Philippa Watkins, Sarah Cook, Christopher Williams | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | |||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
Module Aims
The main aims of the module are:
To develop students’ critical understanding of leadership theories, approaches and practices within contemporary educational contexts.
To enable students to analyse and respond ethically, inclusively and strategically to complex educational leadership challenges using evidence-informed approaches.
To support students in developing reflective, collaborative and professionally informed leadership skills relevant to diverse educational communities and future practice.
Content Summary
This module explores leadership within contemporary educational settings through a challenge-based learning approach. You will examine key leadership theories and approaches, including distributed, servant, ethical and autocratic leadership, alongside the qualities and dispositions associated with effective educational leaders.
Using authentic case studies and collaborative activities, you will investigate current educational challenges such as inclusion, inequality, staff wellbeing and the impact of Artificial Intelligence (AI) on learning and assessment. You will analyse complex educational issues from multiple perspectives, including policy, stakeholder viewpoints and organisational culture, and develop strategic, evidence-informed responses to leadership challenges.
The module encourages critical discussion, ethical decision-making and reflective practice, supporting you to develop your own leadership identity and understanding of leadership within diverse educational communities.
Assessment includes a critical discussion on leadership in education, a scenario-based leadership challenge portfolio and a reflective viva focused on leadership approaches, ethical issues and professional development.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Practical Classes and Workshops | 56 |
| Guided study | 10.5 |
| Assessment-related activity (preparation, production, completion) | 60 |
| Independent self-directed study | 173.5 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Demonstrate a critical understanding of core leadership and management theories (e.g., transformational, distributed, adaptive, ethical) and their application in contemporary educational contexts. |
| LO2 | Demonstrate advanced understanding of leadership models and their role in developing effective, ethical, and inclusive leadership. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Report | Formative Assessment is embedded throughout the module and aligned to the challenge-based learning approach, enabling students to apply leadership theory and research to authentic educational issues and scenarios. The summative assessment is designed to promote critical thinking, reflection and problem-solving through engagement with complex and contemporary leadership challenges relevant to diverse educational communities. | 0 | 5000 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Report | ✔ | ✔ | |