Use the Tab and Up, Down arrow keys to select menu items.
The course addresses the topic of leadership in relation to the responsibility of the leader towards various stakeholders (e.g. employees, shareholders, community, suppliers, and environment) in both national and international context. In the course we evaluate advanced leadership theory and build practical leadership capabilities.
This course investigates core leadership theories, including their development, measurement, and application to real world situations. This course will help you recognise leadership characteristics and contextual factors that contribute to effective leadership, and can help you diagnose leadership situations to make interventions. Learning Philosophy: This course is a student-centered, not lecturer-centered, learning experience. What this means is that everyone – lecturers and students – needs to be an active participant in whatever is going on in class, and that we all are interconnected and responsible for facilitating learning. Class time involves discussions based on outside-of-class reading and assignments. In order for everyone to learn, please come prepared for class.WorkloadThe estimated workload breakdown for MGMT616S1 is: Lectures 24Lecture Preparation 48Assessments 78Total 150 hours
The MCom learning goals are as follows:1. Graduates can demonstrate in-depth knowledge and understanding of current theoretical concepts and frameworks within their major discipline.2. Graduates are able to think logically, analytically and critically with respect to the academic literature in their major discipline.3. Graduates can plan and carry out a supervised programme of academic research that shows a sound understanding of ethical practice.4. Graduates are able to synthesise academic or professional literature and effectively communicate research orally and in written form.The objectives of this course are:Explain how discourse such as narrative and materiality (including images) contribute to leadership and how these might vary across ages, gender and cultural groups in Aotearoa New Zealand.Critically evaluate an example of leadership discourse.Design and deliver a persuasive presentation that models key leadership principles and practices that are covered in the first half of the course.Demonstrate an understanding of and ability to critique established leadership models.Explain how the theory of leadership-as-practice is moving beyond these models in the academic literature and critique it as it applies to leadership and organisations.
This course will provide students with an opportunity to develop the Graduate Attributes specified below:
Critically competent in a core academic discipline of their award
Students know and can critically evaluate and, where applicable, apply this knowledge to topics/issues within their majoring subject.
Employable, innovative and enterprising
Students will develop key skills and attributes sought by employers that can be used in a range of applications.
Biculturally competent and confident
Students will be aware of and understand the nature of biculturalism in Aotearoa New Zealand, and its relevance to their area of study and/or their degree.
Engaged with the community
Students will have observed and understood a culture within a community by reflecting on their own performance and experiences within that community.
Globally aware
Students will comprehend the influence of global conditions on their discipline and will be competent in engaging with global and multi-cultural contexts.
Subject to approval by the Head of Department
MGMT416
Due to the interactive nature of this course and the possibility that personal anecdotes will be shared, lectures for MGMT616 S1 are not recorded using the ECHO360 lecture recording system.
Sarah Wright
Colleen Mills
1. Individual presentation: Persuasion as opinion leadershipEach student will identify a contemporary issue that affects New Zealanders and design and deliver a 6-10 minute persuasive presentation that incorporates the leadership principles and public presentation skills studied in class. The aim will be to persuade the audience of the value of a stated position in relation to this issue and call the audience members to act (e.g., lowering the voting age to 16, demanding equal gender ratios on boards of directors, banning digital media in tertiary classrooms). Marks will be given for the quality of the evidence and arguments used as well as how the presentation is structured and delivered and the degree to which the presentation anticipates a diverse audience. Students are strongly advised to familiarise themselves with how Monroe’s Motivated Sequence , framing an narrative are used in practice. 2. Discourse analysis: How leaders use language to enact leadershipStudents will apply concepts and techniques presented in class to examples of leadership discourse to show how language helps construct leadership. The leadership language should not be any that has been examined in class. The analysis will be no more than 2000 words including references, will be formatted using APA style, and clearly demonstrate an understanding of how language is used to influence and empower others. The discourse excerpts used need to be appended to the assignment but do not contribute to the word count. The lines in these excerpts should be numbered so they can be referenced easily. 3. Leadership research projectStudents will design, execute and present a research project on leadership. Details of this assessment will be discussed and developed in class.Assessment In Te Reo MāoriIn recognising that Te Reo Māori is an official language of New Zealand, the University provides for students who may wish to use the Te Reo Māori in their assessment. If you intend to submit your work in Te Reo Māori you are required to do the following: Read the Assessment in Te Reo Māori Policy and ensure that you meet the conditions set out in the policy. This includes, but is not limited to, informing the Course Coordinator 1) no later than 10 working days after the commencement of the course that you wish to use Te Reo Māori and 2) at least 15 working days before each assessment due date that you wish to use Te Reo Māori.GradingThe marks for assessments may be scaled before a final grade is determined. You should not regard 50% as a pass mark.Coversheets for AssignmentsCoversheets are not required, as all assessments are uploaded via Learn.
All readings (below) are available on Learn and/or via the UC library. In semester 2, students will need to self-select readings. Fairhurst, G. T. (2008). A communication alternative to leadership psychology. Management Communication Quarterly, 2194), 510-521.Fairhurst, G. T. (2011). Leadership and the power of framing. Leader to Leader, 2011 (61), 43-47.https://go.openathens.net/redirector/canterbury.ac.nz?url=https://doi.org/10.1002/ltl.479Orr, K., & Bennett, M. (2016). Relational leadership, storytelling, and narrative: Practices of local government chief executives. Public Administration Review, 77(4), 515-527.Ropo, R., & Salovaara, P. (2019). Spacing leadership as an embodied and performative process. Leadership, 15(4), 461-479.Ruben, B. D., & Gigliotti., R. A. (2017). Communication: Sine qua non of organizational of organizational leadership theory and practice. International Journal of Business Communication, 54(1), 12-30.Schnurr, S., File, K., Clayton, D., Wolfers, S., & Stavridou, S. (2021). Exploring the processes of emergent leadership in a netball team: Providing empirical evidence through discourse analysis. Discourse & Communication, 15(1), 98-116.Spiller, C., Wolfgramm, R. M., Henry E., & Pouwhare, R. (2020). Paradigm warriors: Advancing a radical ecosystems view of collective leadership from an indigenous Māori perspective. Human Relations, 73(4), 516-543.
LEARN
Departmental Academic PoliciesA summary of Departmental academic policies on course grading, special considerations, etc. is available under: https://www.canterbury.ac.nz/business/departments/. The Department assumes that you have read this document. You should also read the following:• UC Business School Student Handbook on the UC Business School Students Learn page https://learn.canterbury.ac.nz/course/view.php?id=7744• General Course and Examination Regulations http://www.canterbury.ac.nz/regulations/general/general_regs_enrolment_courses.shtmlDishonest PracticeThe University of Canterbury considers cheating and plagiarism to be serious acts of dishonesty. All assessed work must be your own individual work unless specifically stated otherwise in the assessment guidelines. Material quoted from any other source must be clearly acknowledged. You must not copy the work of another person (student or published work) in any assessment including examinations, tests and assignments. Any person, who is found to have copied someone else's work, or to have allowed their work to be copied, will receive a fail grade for that piece of assessment and may face disciplinary action which may lead to a fine, community service or exclusion from the university.IMPORTANT: Where there are concerns regarding the authorship of written course work, a student can be required to provide a formal, oral explanation of the content of their work.Citations and referencing
Domestic fee $1,009.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see Management, Marketing and Tourism .