There is a pressing need for leadership to evolve in response to global changes. Such challenges include: a massive paradigm shift in work practices as a result of the global pandemic; changes in the political landscape; as well as concerns over the climate crisis – all of which need organisations, and other powerful stakeholders to take a more principled perspective. An all-encompassing and radical approach to leadership is needed, which is diverse, inclusive, and critical. The module will introduce a range of theories and approaches of leadership, and challenge learners into looking at leadership more critically. The usefulness and application of leadership theories across the organisational, cultural, and global contexts will be critically examined.
This module aims to introduce you to the core aspects of leadership and management theories. It will give you the opportunity to consider key themes related to leadership and management approaches and their impact on educational practice. This module aims to enable you to develop your analytical and critical skills, as it draws on empirical insights and knowledge and as far as possible links them to your experiences. Having successfully completed this module you will be able to use theoretical and empirical evidence to make suggestions for improving practice.
The content of this module will typically cover: - The major instructional design models such as ADDIE - The links between learner theory, organisational development and approaches to training and development - The range of evaluation models such as Kirkpatrick, Return on Investment and Self Evaluation - The wider relationship between training and broader approaches
This module focuses on organisational behaviour, and the coordination of organisations to improve health and social care outcomes. The module is divided into five topics that align with the learning outcomes.
As you progress to more senior roles in your school or educational institution there is a need to develop your skills and knowledge in the area of leadership and management. In this module you will focus on the principles of leadership and management and the challenges facing those tasked with leadership roles in education.
Modern health and social care delivery demands effective teamwork between healthcare professionals and other professional groups. This module will help you to enact team leadership in a principled way as you engage with others. With a strong experiential approach to learning, the module will instil an enthusiasm for management and team working by providing the opportunity to develop managerial, leadership and team building capabilities. The module integrates an exploration of team leadership theory with the development of a practical toolkit that will enable you to apply this theory effectively in your working practice. As a key part of the module, you will develop your appreciation of working with and leading others through the experience of undertaking a series of management exercises in a two-day activity based workshop. Throughout the module you will work closely with other healthcare professionals studying the module, including nurses, paramedics, allied health professionals, doctors and healthcare managers. Supported by our experienced staff, you will learn with and from each other through small group activities and discussion. The key skills you should develop from the module go further than getting the best from teams—although this is a critical element of the module. It will also help you to get the best from yourself, and to lead others in a way where individuals get the best from themselves, enabling them to do things and achieve accomplishments that they believed were beyond their grasp
The overall structure of the Leadership and Management Pathway is supported by three parts: Self Leadership, Leading Others, and Leading Organizations. This module focuses on leading a team. Self Leadership helped you to understand your own leadership style, and to build the capacity for reflective leadership and practice and was concerned with individual values, character, and integrity. This module builds on the Self Leadership module but can be studied out of sequence. Modern Healthcare delivery demands effective teamwork between healthcare professionals and other professional groups. This module will help you to enact leadership in a principled way as you engage with others.
This module acts as a key vehicle for the completion of the taught part of the MBA programme and comprises of teaching based in Southampton and an international study trip which includes a 'live' group consulting project for a local organisation. It comprises of four key themes and skillsets, which are applied to the group consulting project: - Sustainability - Innovation - Leadership and Change - Consultancy Skills. The module includes lectures on these four subjects. But you are also expected to draw upon your previous learning in Stages 1 and 2, in order to maximise your contribution to the group consulting project and to maximise the integrative nature of your learning in this final taught module. The module requires groups of students to address a given problem for a real ('live') client organisation and work through a process of problem solving applying knowledge and skills in sustainability, innovation, and leadership and change, and utilising consultancy skills to advise the client. The group projects are carried out for external organisations, including commercial companies, public sector organisations or charities. Projects are carried out in the same way as a conventional consultancy project and are assessed to the same standards, but are supervised by the Module Leader or appointed member of faculty. The projects form part of the international study trip and students will work with the client organisations during the week abroad, as well as having some initial contact via Skype before the study trip takes place. The group produces a presentation that will be delivered to the client, normally to the senior team on the last day of the study trip. Following or during the presentation clients may question the students on any element of their work and findings. A few weeks after the study trip, the group then submits a final project report assignment based on this project. Students also have to complete an individual reflective assignment, which focuses on the learning from this module and their personal development at the end of Stage 2 of the MBA.
This module acts as a key vehicle for the completion of the taught part of the Master in Management programme and comprises of teaching based in Southampton Business School. It comprises of four key themes and skillsets, which are applied to the group consulting project: - Sustainability - Innovation - Leadership and Change - Consultancy Skills: Proposal pitch and presentation. The module includes lectures on these four subjects. But you are also expected to draw upon your previous learning, in order to maximise your contribution to the group consulting project and to maximise the integrative nature of your learning in this taught module. The module requires groups of students to address a given problem for a real ('live') client organisation and work through a process of problem solving applying knowledge and skills in sustainability, innovation, and leadership and change, and utilising consultancy skills to advise the client. The group projects are carried out for external organisations, including commercial companies, public sector organisations or charities. Projects are carried out in the same way as a conventional consultancy project and are assessed to the same standards, but are supervised by the Module Leader or appointed member of faculty. The projects form part of a case study and students will work as a small group to make a proposal pitch presentation. Students also have to complete an individual reflective assignment, which focuses on the learning from this module and their personal development.
This module offers an opportunity to learn about mathematics education. We explore different perspectives on the teaching and learning of mathematics drawing on research and theoretical considerations. You will also experience a range of research-informed activities exploring numbers (numeracy), data (probability and statistics), algebra and geometry (National Curriculum content to GCSE level or equivalent). You will also reflect on learners’ experiences (including your own), connecting them to educational theories and empirical research. This module is recommended for anyone interested in mathematics; and particularly for those considering careers in either teaching or education research.
This module is focused on how we learn online. You will be given an overview of learning theory and research into online learning. You will have an opportunity to explore a range of teaching and learning techniques you can implement in your practice. The diverse and international demographic of our students on this programme will provide you with opportunities to learn with and from other peoples’ experiences of the theory, practice, and research. The module will examine various aspects of theory, practice, and research of online teaching and learning. The module will enable you to critically evaluate and improve your own educational practice. For example module content will include critical engagement with the use of AI to support teaching, topics such as the Universal Design for Learning.
Learning to Learn is designed to provide students with an introduction to cognitive psychology, with an emphasis on memory and learning in educational contexts. The module specifically aims to explore the gap between how people think they should learn and how empirical research suggests they should learn. The module will therefore introduce students to classic studies in cognitive psychology, while also providing students with practical tips to improve their learning.
This module will enable students to apply their understanding of environmental problems and assess potential solutions through the application of law and policy. The lecture sessions will introduce and analyse the theoretical development and structure of a legislative and policy theme, followed up with an assessment of their application practical exercises and a discussion of case studies. Themes will include policies surrounding major developments and the application of Environmental Impact Assessments (EIA). There will be a focus on what the legislation and policy will mean to students when they are working with businesses, government (national and local), and the public after graduation. The over-riding philosophy of the module is to explore how the application of environmental law and policy can lead to positive environmental changes in the commercial and domestic sectors. The emphasis in this class will be on discussion and group exercises. Students will be encouraged to participate in debates at every opportunity as opposed to traditional lecture-based classes. Students from outside the School of Geography and Environmental Science wishing to take this module should contact the module lead to discuss their academic background and determine if this module is suitable.
Legal Research is an optional final module. Students will learn key legal research approaches, methods and techniques. The module will familiarise students with previously unexplored methodologies, including emerging theories of law, and give students practical training in research skills, including empirical research methods. The module brings together legal theory with practice, equiping students with the tools to identify legal issues, as well find and analyse solutions to those problems. The module is assessed by way of a research portfoilio (which might include inter alia a key word search plan, a close read essay and an ethics application) and an oral presentation.
The Legal Research and Writing course is a compulsory final year unit. It is examined through a 10,000 word dissertation on a topic of your choice. The module builds on the research skills you have developed during your degree programme and provides you with a vehicle to evidence to employers your legal and transferable skills. In the first semester there will be lectures on approaches to legal research and writing, advice on research tools, and guidance on how to approach formulating a research proposal. There will also be individual supervision on your dissertation.
This module is designed to develop the intellectual, practical and transferable skills needed to study law and to allow you to see how these skills can be employed both elsewhere in your degree and in some aspects of legal practice. It builds on the legal knowledge acquired in the first semester to develop key skills such as issue spotting, legal research and constructing a legal argument.
This module is designed to develop the intellectual, practical and transferable skills needed to study law generally, and to allow you to see how these skills can be employed in legal practice. It builds on the legal knowledge acquired in the first semester and considers how some of these legal rules and principles are utilised in practice to determine various types of legal dispute. It particular, it develops your key skills in legal research and argumentation by asking you to regularly advise 'clients' on a variety of fictional scenarios which raise multiple legal issues that often intersect a number of discrete areas of law.
Legal System and Reasoning is a predominantly skills-based introduction to studying the legal system of England and Wales, its institutions and practices, in the context of a more general understanding of law, legal theory and legal reasoning. It is designed to provide you with knowledge, understanding and skills that are foundational to your whole degree.
This version of Legal System and Reasoning is provided for you if you are studying the LLB JD Pathway or the LLB Accelerated programme. It is a predominantly skills-based module focusing on the legal system of England and Wales, its institutions and practices, in the context of a more general understanding of law, legal theory and legal reasoning. It is designed to provide you with knowledge, understanding and skills that are foundational to your whole degree programme.
This version of Legal System, Skills and Reasoning is provided for you if you are studying the LLB JD Pathway or the LLB Accelerated programme. It is a predominantly skills-based module focusing on the legal system of England and Wales, its institutions and practices, in the context of a more general understanding of law, legal theory and legal reasoning. It is designed to provide you with knowledge, understanding and skills that are foundational to your whole degree programme.
The interaction of law and technology has traditionally been understood as a one-way relationship whereby law and regulation facilitate technological innovations and restrain their excesses; think automobiles, planes, satellites, electronic banking, telecommunications, or biotechnologies. This course shows that the interaction of law and technology is in fact two-way: technology also impacts and disrupts law, legal practice and regulatory choices, and does so in significant ways. The course introduces you to recent technological developments - like generative and predictive AI - that are disrupting the legal profession, legal services and the regulator. It discusses the modus operandi of these technologies, their application to legal, judicial or regulatory tasks – and, importantly, their practical, theoretical, ethical and legal limitations.
