Students
BUS 832 – Leadership and Management
2018 – S2 Evening
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer, Unit Convener
Ian Dunbar
Contact via Email
Wed: 08:30 - 09:00, 11:00 - 13:00, 17:00 - 18:00; and after lectures
Moderator
Professor David Rooney
Contact via Email
4ER 511
By appointment
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
BUS651 or ECON649 or MKTG696 or HSYP801
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
Co-badged with MGMT732
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| Unit description |
Unit description
The purpose of this unit is to enable students to acquire leadership skills and knowledge relevant to the process of organisational leadership. The unit provides theoretical understanding and practical application of effective leadership theories and frameworks. The unit invites students to critically evaluate their own practice of leadership in the context of new theoretical and case-based insights.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Recognise and communicate theory about the nature and processes of leading
- Reflect and report on your own capacity to lead, both individually, and in a team
- Analyse and explain the differences between leading and managing, and analyse how they complement one another
- Create a development plan based on unit content, experience, case studies, reading, practical examples and reflection, taking into account contemporary ideas regarding CSR and ethical behaviour
General Assessment Information
For all assignment work, no extensions will be granted. There will be a deduction of 10% of the total available marks from the total awarded mark, for each 24 hour period, or part thereof, that the submission is late (for example, 25 hours late in submission will result in a 20% penalty). This penalty does not apply in cases where an application for Special Consideration is made, and approved.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Assessment 1 (Individual) | 20% | No | Week 5 |
| Assessment 2 (Group) | 30% | No | Week 9 |
| Individual reflexive essay | 50% | No | Week 13 |
Assessment 1 (Individual)
Due: Week 5
Weighting: 20%
Case analysis provides an opportunity to demonstrate your ability to apply core concepts from the course to a specific example of leadership and management. You will be provided with the details closer to the assignment date.
Essays are to be your independent, and original work. Essays will be formal in style, include appropriate source citation and reference lists. Information on required essay format will be included in the assessment document in the Assessments section of iLearn.
Please put a word count on the front page of your assignment and ensure that you reference appropriately using the APA or Harvard style. There are excellent online reference generators that can assist you with this task.
Assignments exceeding the word limit by more than 10% will be penalised as will those that are more than 10% shorter than the word limit.
The assessment must be submitted via Turnitin. A Turnitin link will be provided in the relevant assessment section for the unit in iLearn.
The iLearn web address is https://ilearn.mq.edu.au
On successful completion you will be able to:
- Recognise and communicate theory about the nature and processes of leading
- Reflect and report on your own capacity to lead, both individually, and in a team
- Analyse and explain the differences between leading and managing, and analyse how they complement one another
Assessment 2 (Group)
Due: Week 9
Weighting: 30%
Case analysis provides an opportunity to demonstrate your ability to apply core concepts from the course to a specific example of leadership and management. You will be provided with the details closer to the assignment date.
You will be required to answer a question related to the case study. 50% of the marks for this assessment will be for individual contribution; and 50% of the marks will be for the overall team output.
Reports are to be your independent AND original work, and will be formal in style, include appropriate source citation and reference lists.
Please put a word count on the front page of your assignment and ensure that you reference appropriately using the APA or Harvard style. There are excellent online referencing generators that can assist you with this task.
Assignments exceeding the word limit by more than 10% will be penalised as will those that are more than 10% shorter than the word limit.
The assessment must be submitted via Turnitin. A Turnitin link will be provided in the relevant assessment section for the unit in iLearn.
The iLearn web address is https://ilearn.mq.edu.au
On successful completion you will be able to:
- Recognise and communicate theory about the nature and processes of leading
- Reflect and report on your own capacity to lead, both individually, and in a team
- Analyse and explain the differences between leading and managing, and analyse how they complement one another
Individual reflexive essay
Due: Week 13
Weighting: 50%
The individual essay seeks to consolidate your learning by asking you to write a reflexive essay that considers your experiences in this course, and in life, and how you can use that experience to plan your own ongoing development as a leader. You will have to use the research literature to justify the efficacy of this self-development plan; you should also draw on cases and practical examples from organisations.
You are required to keep a weekly reflective journal for this assignment. The journal will be your primary data source but you must cite the literature on management, leadership, and other relevant research areas. You must attach a copy of your diary to the assignment when you submit it. You can quote your journal entries as evidence to support your argument in the essay. This assignment will allow you to demonstrate your understanding (or the degree to which you have made sense) of the course and its application to your career and how you see that learning continuing after the course has finished. To this end, your assignment must put forward a convincing and well justified self-development plan
What is different about this essay compared to others you may have written at University is that you will be required to write in the first person. You are not required to write an essay summarising the content of the course (or parts of the course). What you are required to write about is what you can imagine you can do with the content of this course to become a better leader.
An essay is by definition a written argument. You must, therefore, demonstrate that you have a particular point of view and you must support this with evidence from the course and your journal and the literature. To this end you may also need to research beyond the set readings already provided to you in the course materials.
A basic essay plan includes:
- Introduction
- Identify what you will focus on. Set out your evidence for focussing on those things
- Review the literature that explains why those things are important
- Review the literature that explains how to improve those things
- Reflect on how the literature informs your self-knowledge and plans
- Set out a future development plan
- Conclusions
- Reference list
Essays are to be your independent, and original work. Essays will be formal in style, include appropriate source citation and reference lists.
Please put a word count on the front page of your assignment and ensure that you reference appropriately using the APA or Harvard style. There are excellent online citation generators that can assist you with this task
Assignments exceeding the word limit by more than 10% will be penalised, as will those that are more than 10% shorter than the word limit.
You should be well prepared for this assignment from attendance and participation in classes, and through completing your reflexive learning journal.
The assessment must be submitted via Turnitin. A Turnitin link will be provided in the relevant assessment section for the unit in iLearn.
The iLearn web address is https://ilearn.mq.edu.au
On successful completion you will be able to:
- Recognise and communicate theory about the nature and processes of leading
- Reflect and report on your own capacity to lead, both individually, and in a team
- Analyse and explain the differences between leading and managing, and analyse how they complement one another
- Create a development plan based on unit content, experience, case studies, reading, practical examples and reflection, taking into account contemporary ideas regarding CSR and ethical behaviour
Delivery and Resources
There is no recommended text book for this unit. However, it is recommended that you read widely to augment the unit content and the class discussions.
You will need to come to class prepared to share your own experiences and engage with other students in class based activities, including a group-based online leadership simulation.
Throughout this course we will develop frameworks that will help you develop as a practicing leader.
You will need a WiFi enabled laptop for use in class.
You are expected to spend 10 hours per week working on this course.
Attendance is strongly recommended, and is compulsory during the Mt. Everest simulations in the latter half of the unit (please refer to weekly schedule). Reminders will be given in class and posted on iLearn.
To successfully complete this unit, you will need to achieve an overall mark of at least 50%.
This unit and its content was originally developed by Professor David Rooney.
The timetable can be found at http://students.mq.edu.au/student_admin/timetables
There is a public holiday in Week 8, the Monday class will not run. A recorded lecture will be available on Echo. The Wednesday class will run as normal.
Unit Schedule
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1 |
Introduction |
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2 |
Manager or leader? |
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3 |
Reflexive experience & deliberate practice |
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4 |
Cohesion & conflict |
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5 |
Politics & power in leading change |
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6 |
Negotiation, empathy, emotional intelligence |
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7 |
Ethics & Corporate Social Responsibility |
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8 |
Groups and teams |
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9 |
Mt. Everest pre simulation prep. |
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10 |
Mt. Everest simulation |
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11 |
Mt. Everest simulation performance review |
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12 |
Toxic leadership |
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13 |
Overview & Revision |
Learning and Teaching Activities
Learning and teaching activities
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Recognise and communicate theory about the nature and processes of leading
- Reflect and report on your own capacity to lead, both individually, and in a team
- Analyse and explain the differences between leading and managing, and analyse how they complement one another
- Create a development plan based on unit content, experience, case studies, reading, practical examples and reflection, taking into account contemporary ideas regarding CSR and ethical behaviour
Assessment tasks
- Assessment 1 (Individual)
- Assessment 2 (Group)
- Individual reflexive essay
Learning and teaching activities
- The three-hour weekly classes will comprise lectures, discussions, video clips, role plays, case studies, and games.
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Recognise and communicate theory about the nature and processes of leading
- Reflect and report on your own capacity to lead, both individually, and in a team
- Analyse and explain the differences between leading and managing, and analyse how they complement one another
- Create a development plan based on unit content, experience, case studies, reading, practical examples and reflection, taking into account contemporary ideas regarding CSR and ethical behaviour
Assessment tasks
- Assessment 1 (Individual)
- Assessment 2 (Group)
- Individual reflexive essay
Learning and teaching activities
- The three-hour weekly classes will comprise lectures, discussions, video clips, role plays, case studies, and games.
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Recognise and communicate theory about the nature and processes of leading
- Reflect and report on your own capacity to lead, both individually, and in a team
- Analyse and explain the differences between leading and managing, and analyse how they complement one another
- Create a development plan based on unit content, experience, case studies, reading, practical examples and reflection, taking into account contemporary ideas regarding CSR and ethical behaviour
Assessment tasks
- Assessment 1 (Individual)
- Assessment 2 (Group)
- Individual reflexive essay
Learning and teaching activities
- The three-hour weekly classes will comprise lectures, discussions, video clips, role plays, case studies, and games.
Changes from Previous Offering
Assessments have been changed to assist in keeping the unit current and relevant.
Research and Practice, Global Contexts and Sustainability
Research
Referring to the recommended reading, students should use this as a starting point. There is much value in reading texts written by practitioners, in addition to academic papers and texts written by academics. The business sections of bookstores abound with books by, and about, corporate, political, sporting and other leaders.
Global Context
Business today is global, and most businesses, even though they might not realise it, are impacted by the global nature of business. The days of manufactured products being produced from raw material to finished product in one or two factories, are over. Consider the production of a suit sold in a UK high-street chain store. Suit designed in the UK; wool produced in Australia and topped in China, dyed in Italy, spun in Romania; cloth made in Yorkshire; cloth cut and suit made in Cambodia; sold in UK store (or online to someone living in Sydney).
This is just one example of globalisation - a concept of which leaders must be aware.
Sustainability
Students should be aware that sustainability has a much broader meaning than 'green' issues, such as renewable energy and recycling. Companies today must consider their Triple Bottom Line, which means that they must focus on the sustainability of People, Profits and the Planet. Leaders should be aware of the implications of all 3 Ps for their organisations, including, but limited to: flexible working, employee rights, equity, diversity and inclusion; ethical decision making and the trade off with the profit incentive (short term and long term); reputation risk in areas such as pollution, and the issues just mentioned. In turn, these topics may inform discussion on outsourcing, offshoring and recruitment practices, supplier choices, and stakeholder (and shareholder) engagement. Students should familiarise themselves with the ten principles of the UN Global Compact and the Principles of Responsible Management Education, as well as company annual reports that provide insights into these areas.