| Unit name | Leading in Education and Training |
|---|---|
| Unit code | MEEDM0036 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Mr. Burnett |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Successful completion of the TLHP Certificate or equivalent from another institution. |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Teaching and Learning for Health Professionals |
| Faculty | Faculty of Health Sciences |
Why is this unit important?
What does it mean to be a leader in education and training in the health professions? What skills do I need? How can I develop and influence educational strategies?
The unit will cover a range of topics relevant to the practice of leadership as specifically applied to leading educational activity in the health professions. The theory and practice of leadership in various contexts will be examined and applied to the settings of learners on the unit. Relevant contemporary issues include but are not limited to: the management of teaching and learning, organisational behaviour and effectiveness, education policy, strategic leadership, building educational teams, leading change and innovation in education, decision-making, leadership skills and insights, vision and values in educational leadership, financial and resource management in educational contexts.
The unit aims to equip the learner with: knowledge and understanding of the theory, practice and policy context of educational leadership in the health professions; the ability to apply theory and research in educational leadership to their own situation; and the ability to play a part in the improvement of educational systems.
Purpose of the Unit: The unit will introduce the learner to current practice, theory and evidence in leadership relevant to the training of health professionals.
Unit Aims:
How does this unit fit into your programme of study?
This unit contributes to the TLHP programme’s overarching objectives to:
The unit also reflects TLHP aims for learners to reflect on their developing
professional identity, to be continually engaging with the academic debates
in the field and to lead and innovate.
An overview of content
We will engage with varied ideas around leadership and change. These will be considered in the context of healthcare education management and offer examples to apply within relevant healthcare contexts.
How students will be different as a result
You will draw upon your knowledge from the post-graduate Certificate and extend it to a consideration of learning, teaching and associated elements from the broader vantage point of leading and managing change in related settings.. This will equip you to be further involved in managing healthcare education provision.
Learning Outcomes
There will be a mixed method approach consistent with current best practice. This will include presentations by course tutors, large and small group discussions, workshops and teamwork, paired activities, presentations by participants with structured feedback and demonstrations.
Formative activities will include the completion of self-perception inventory based on a relevant academic or NHS framework. This may then be used to form connections with cited academic perspectives relating to leadership and change.
3000 word or equivalent written assignment by choosing ONE of the following options:
Option A: If you already have a leading role in education and training:
Reflect on your current role in education and training. Define a current educational challenge, determine all the stakeholders, critique your options for possible solutions and establish an action plan. Consider which leadership style would be appropriate for each stage. Support your discussion throughout with a critical analysis of relevant literature relating to leadership models and theories.
OR
Option B: If you do not currently have a leading role in education and training
Identify an educational leader. Interview them about their role and shadow them for a period. Analyse their leadership style - what worked and what did not. Consider how you would give constructive feedback to them. By applying the learning from your observation of this leader’s behaviour, reflect how you might modify your own leadership style. Support your discussion throughout with a critical analysis of relevant literature relating to leadership models and theories.
When assessment does not go to plan
In the event of your assignment not reaching a pass at first submission, you may be given the opportunity to resubmit depending on previous unit results. In the event of resubmission, you will be offered a one-to-one tutorial to support you. This will offer clarity on how best to meet the required criteria with your resubmission.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MEEDM0036).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
