MA Educational Leadership
Year of entry: 2022
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Course unit details:
Human Resource Development & Leadership
|Unit level||FHEQ level 7 – master's degree or fourth year of an integrated master's degree|
|Teaching period(s)||Semester 2|
|Offered by||Global Development Institute|
|Available as a free choice unit?||Yes|
This module critically examines contemporary theories and practice of leadership and its implications for the development agenda in an increasingly interconnected and complex world. It critically explores global agendas pertinent to the understanding of the dynamics of leaders and followers behaviours in diverse cultural and geopolitical contexts.
The aim of this module is to examine the changing contexts and contemporary theories of leadership and its implications for the development agenda in a globalising world. It critically explores global and local issues pertinent to the understanding of the dynamics of leadership and follower behaviours in diverse cultural and geo-political contexts. The main purpose of this effort is to show that the dominant views of Global North interpretations of leadership are limited in their approach, when considered in developing countries’ contexts.
Teaching and learning methods
This module is delivered via series of lectures and tutorials, using a mix of case studies, discussion groups and other classroom based activities. Blackboard will be used for the distribution of teaching and learning materials. It will also be used as an interactive mechanism between students and tutors, for example, to direct students to particular readings or to provide news about the module or the module content.
Knowledge and understanding
Students should be able to:
- Understand and critically evaluate the theory and practice of leadership and its historical and social foundations.
- Understand and critically discuss comparative leadership styles and relational leading.
- Develop knowledge about HRD strategic interventions that focus on leadership and capacity development in international organizations including the UN and INGOs.
- Understand the relationship between ethics, CSR and leadership in development context.
Students should be able to:
- Expand students’ knowledge about strategies for developing leadership, including women’s leadership capacity in a globalising world.
- Critique the societal, political and development context of education policy planning and leadership development
- Critique own leadership knowledge and personal skill requirements
- Prepare leadership plans for specific organization or country’s contexts
- Prepare and critically reflect on personal leadership development plans
Transferable skills and personal qualities
- Be able to develop leadership strategies which focus on inclusiveness, diversity, ethicality and social justice, which helps build women’s leadership capabilities as well as those of other marginalized groups.
|Written assignment (inc essay)||80%|
|Practical skills assessment||20%|
Feedback will be provided, using a mix of face-to-face oral and written methods.
Bryman, A. (Ed.). (2011). The Sage Handbook of Leadership. London: Sage Publications.
Buchanan, D., and Badham, R. (2008). Power, Politics and Organisational Change: Winning the Turf Game, 2nd ed. London: Sage.
Ciulla, J.B. (2003). The Ethics of Leadership. Belmont, CA: Thomson Learning,
Foote, M. and Ruona, W. (2008). Institutionalizing Ethics: A Synthesis of Frameworks and the Implications for HRD. Human Resource Development Review, 7(3), pp.292-308.
Gill, R. (2006), Theory and Practice of Leadership. London: Sage
Grint, K. and Jackson, B. (2010). Toward 'socially constructive' social constructions of leadership Management Communication Quarterly, 24: 348-355.
Grint, K. (2010). Placing leadership. Policy Studies 31(b): 365-366.
Grint, K. (2010). The cuckoo clock syndrome : addicted to command, allergic to leadership. European Management Journal 28(a): 306-313.
Grint, K. (2011). If Total Place, Big Society & Local Leadership are the Answers: What’s the Question? Leadership 7: 85-98.
Head, B. and Alford, J. (2013). Wicked Problems: Implications for Public Policy and Management. Administration & Society, 47(6): 711-739.
Kets de Vries, M. (2001). The Leadership Mystique, London: Pearson Education.
Kouzes, J.M., and Posner, B.Z. (2008). The Leadership Challenge, 4th ed. San Francisco: Jossey Bass
Northouse, P. G. (2007). Leadership: Theory and Practice, 5th edn. London: Sage.
Rose, G. (1997). Situating knowledges: positionality, reflexivity and other tactics. Progress in Human Geography, 21: 305-20.
Thorpe, R. Gold, J, Mumford, A. (2010). Leadership and Management Development. London: Gower Publishing.
UNDP (2013). Corporate Sustainability and the United Nations Post-2015 Development Agenda. New York: UNDP.
UNDP (2013). Architects of a Better World, Global Leaders’ Summit, September, New York
UNDP (2014). United Nations Global Compact Strategy 2014 – 2016
UNDP, BDP-CDG. (2005). Leadership for Human Development: A UNDP Capacity Development Resource. New York: UNDP (see also web pages on capacity development for additional reports and updates)
Yammarino, F.J. (2002). Leadership skills: Introduction and overview. Leadership Quarterly, 11(1), 5-9.
Yukl, G.A. (1998). Leadership in organisations, 4th ed. NJ: Prentice Hall.
- Leadership Quarterly
- International Journal of T
|Scheduled activity hours|
|Independent study hours|
|Kelechi Ekuma||Unit coordinator|
The module is delivered via series of ten 2hr lectures and four tutorials sessions, using a mix of case studies, discussion groups and other classroom based activities. Blackboard will be used for the distribution of teaching and learning materials. It will also be used as an interactive mechanism between students and tutors, for example, to direct students to particular readings or to provide news about the module or the module content.