General Information
This advanced subject explores the concept of leadership in depth. The subject is organised around essential elements of leadership as a framework to consider a variety of perspectives to this important, but often misunderstood topic. Students will also explore and apply the attitudes and skills necessary to participate effectively in a leadership situation. This subject is open to students from all undergraduate students that meet the prerequisites requirements.
-
Details
Academic unit: Bond Business School Subject code: MGMT13-320 Subject title: Leadership Subject level: Undergraduate Semester/Year: January 2020 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 24) - Seminar 1
- Seminar: x12 (Total hours: 24) - Seminar 2
- Personal Study Hours: x12 (Total hours: 72) - Study time and reviewing materials
Attendance and learning activities: Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. -
Resources
Prescribed resources: Books
- Northouse Leadership Theory & Practice. n/a, 1-13
- Hill, Linda Becoming a Manager. n/a, 13-45
- Becoming a Master Manager. n/a, 1-26
Journals
- (2004). Developing Leadership Capability: What's Inside the Black Box?. Academy of Management Executive 136-139
- (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly 63-82
- (1991). Leadership: Do traits matter?. Academy of Management Executive 48-62
- (2011). Traits and Behavioural Theories of Leadership. Personnel Psychology 7-52
- (2011). Romancing Leadership: Past, present & future. The Leadership Quarterly 1058-1077
- (1999). An evaluation of conceptual weaknesses in transformational and charismatic leadership theories. Leadership Quarterly 285-306
- (2003). Complexity Theory & Al-Qaeda: Examining Complex Leadership. Emergence 54-76
- (2007). Shared Leadership in Teams. Academy of Management Journal 1217-1234
- (2006). The ties that lead: A social network approach to leadership. Leadership Quarterly 419-439
- (2007). The toxic triangle. Leadership Quarterly 176-194
- (2004). Leadership Warts & All. Harvard Business Review 40-45
- (2004). When Followers Become Toxic. Harvard Business Review 54-60
- (1991). Inspiring Others: The Language of Leadership. Academy of Management Executive 31-45
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | MGMT13-320 |
| Subject title: | Leadership |
| Subject level: | Undergraduate |
| Semester/Year: | January 2020 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. |
| Prescribed resources: | Books
Journals
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Define leadership and explain the key elements inherent in a comprehensive definition of this phenomenon.
- Demonstrate effective attitudes and behaviours in leadership contexts.
- Evaluate the actual practice of leadership, applying relevant theories, frameworks and concepts in your analysis.
- Explain the role of values and character to the practice of leadership.
- Deliver a well-prepared, inspirational speech.
- Produce writing that reflects an iterative process of composing and revising that conforms to appropriate writing style and conventions.
- Demonstrate the ability to work effectively with others to analyse a group of leaders and communicate your findings and conclusions.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
-
Assessment details
Type Task % Timing* Outcomes assessed Written Report Leader Analysis Paper. Using a recent autobiography (preferred) or critical biography, analyse a leader’s critical life events, personal characteristics, behaviours/style, leadership contexts, important relationships and other factors that provide an account of the leader’s developmental journey. 25.00% Week 7 3,4,6 Oral Pitch Prepare and deliver an inspiring speech. 15.00% Week 9 2,5 *Panel Presentation§ Working in groups, you will compare the leaders evaluated by you and your group members to identify important similarities and differences and share your conclusions and recommendations for leadership development as a panel of experts. 15.00% Week 11 3,4,7 Project Leadership Project. You will participate in a real-life leadership situation to observe leadership practice. You will then analyse your observations using theory and concepts you have learned this semester. 25.00% Week 13 3,6 *Class Participation Demonstrate effective leadership behaviour through consistent preparation and participation in all class activities. 20.00% Progressive 1,2 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
-
Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Written Report | Leader Analysis Paper. Using a recent autobiography (preferred) or critical biography, analyse a leader’s critical life events, personal characteristics, behaviours/style, leadership contexts, important relationships and other factors that provide an account of the leader’s developmental journey. | 25.00% | Week 7 | 3,4,6 |
| Oral Pitch | Prepare and deliver an inspiring speech. | 15.00% | Week 9 | 2,5 |
| *Panel Presentation§ | Working in groups, you will compare the leaders evaluated by you and your group members to identify important similarities and differences and share your conclusions and recommendations for leadership development as a panel of experts. | 15.00% | Week 11 | 3,4,7 |
| Project | Leadership Project. You will participate in a real-life leadership situation to observe leadership practice. You will then analyse your observations using theory and concepts you have learned this semester. | 25.00% | Week 13 | 3,6 |
| *Class Participation | Demonstrate effective leadership behaviour through consistent preparation and participation in all class activities. | 20.00% | Progressive | 1,2 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
A peer-evaluation system will be used in this subject to help determine the individual marks for all group assessments. As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Subject curriculum
-
The Nature of Leadership
Provides an introduction to the nature and (mis)understanding of leadership, examining various definitions and conceptualisations. Also explores answers to the question, “why study leadership?”.
-
Approaches to Leadership
Provides an overview of various approaches to understanding leadership as a foundation for more in-depth consideration throughout the subject. This overview serves as a basis for subsequent examination of three elements of leadership – leaders, followers and context.
-
Leaders
Considers important attributes (e.g., traits, behaviours) of leaders and the impact personal values, ethics and character have on the power and influence of aspiring leaders. Contrasts positive forms of leadership with negative forms. Approaches for building personal credibility and influencing others concludes this topic.
-
Followers
Examines issues of perception, motivation, satisfaction and performance with respect to followers. Group and team dynamics and collective forms of leadership are also explored. Approaches to developing others concludes this unit.
-
Context
The effects of the situation on both leaders and followers is examined from a variety of perspectives. Approaches understanding and adapting to the situation are examined to conclude this unit. The notion of culture as an important element of context is also examined.
-
Social Processes
Considers the relationships and group dynamics that are central to leadership. Explores group development and group performance outcomes in relationship to leadership. The importance of power and influence to leadership is also examined.
-
The Practice of Leadership
Critically explores the competencies of effective leadership as a framework to link concepts and theories of leadership to the actual practice of leadership. Explores the critical importance of experience to a leader’s development with a focus on developing leadership capability.
-
The Purpose of Leadership
Provides a summary and synthesis of the subject, revisiting early questions regarding leadership.