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DRAFT • College of Business and Economics • Research School of Management


Leadership and Influence in a Complex World VCUG-2002

  • Semester 1 2017

  • 6 Units

  • In Person Delivery

  • Modified 04/07/2017



Contact Information


Description


The course aims at giving ANU students who have demonstrated or shown potential as leaders and/or influencers a wide understanding of styles of leadership and influence. In line with the interdisciplinary and peer-learning ethos of Vice-Chancellor's courses students will be exposed to the varying perspectives different disciplines and individuals have on leadership and influence. VCUG2002 aims to bring students together early in their degree and use peer learning strategies to allow students to share their varying experiences and perspectives on leadership.

Requisites

To enrol in this course you must have completed 48 units of courses.

Pre-Course recommended reading:

http://vc-courses.anu.edu.au/li/further-resources/

Public access webpage:

http://vc-courses.anu.edu.au/li/course-information/

Assumed Knowledge
Course entry to be based on application statement and reference and judged on evidence of leadership/influence experience and/or potential

Learning Outcomes


By the end of this course you will be able to:

  1. Evaluate different disciplinary and cultural models of leadership and influence
  2. Demonstrate high level skills in working in teams and facilitate learning in and provide feedback to others
  3. Communicate effectively in oral and written forms and be able to quickly sum up key issues emerging from discussions/meetings
  4. Formulate a clear personal set of values about leadership and models of leadership
  5. Analyse your learning processes and reflect on, plan and resource your learning
  6. Apply a wide repertoire of leadership skills in a range of contexts including formal and informal settings and face to face and online environments

Other Information

Pre-Course recommended reading:

http://vc-courses.anu.edu.au/li/further-resources/

Public access webpage:

http://vc-courses.anu.edu.au/li/course-information/

Schedule


RESEARCH-LED TEACHING

This course involves the students in multi-disciplinary research including (1)different fields that relate to leadership and influence, (2)conducting their own analysis and research on specific topic areas corresponding to panels they are facilitating and (3)engaging in research, data collection and analysis to provide the empirical evidence and case to understand how to enhance the ANU student experience. 

FEEDBACK:

Staff Feedback

Opportunities to gain verbal and written feedback will be provided to students throughout the course.

  • Learning portfolios will receive substantive written comments on format and editing as well as content and substance.
  • Tutorial facilitations will receive immediate verbal feedback as well as more substantive written feedback.
  • Oral presentations (both individual and group) and tutorial facilitations will be assessed using a marking matrix. This will be made available to students prior to the assessment.
  • Additionally, group work accountability sessions will be held to provide feedback on ideas and progress of group projects.

 

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. One of the key formal ways students have to provide feedback is through Student Experience of Learning Support (SELS) surveys. The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement.

For more information on student surveys at ANU and reports on the feedback provided on ANU courses, go to

http://unistats.anu.edu.au/surveys/selt/students/ and http://unistats.anu.edu.au/surveys/selt/results/learning/

WhenTopicNotes
Week 1
Introduction

In the first week there are no tutorials or workshops, but please make sure you come to the Thursday panel (5-7pm) as it will provide a key introduction to the whole course. Leadership is one of the most talked about and most misunderstood areas of social life. We cry out for it, expect others to do it, get drawn to it ourselves yet have highly contested views about what leadership actually is. This session describes why looking at leadership more analytically as well as learning from leaders of many different walks of life is important in developing a greater understanding one’s own leadership values, and beliefs.

Week 2
What can you do for ANU students?

This week covers understanding and describing your role as a leader building ones own and other's capacity. Leadership involves making interventions in a system (such as a group, organisation, institution, social circle, company, community, society) to help it make progress. How do you effectively diagnose what kind of challenge the system is facing, devise interventions that will help the group move forward, and lead a process of change and transformation?

Week 3
Creating successful teams

Leading and teams… it’s not always as it appears. This is a highly interactive session where you will learn about working effectively within teams, how they work, how you work in them and will greatly assist you in your group project.

Week 4
Managing diversity-gender

This panel examines the question of gender equity in the workplace and society more broadly. We cover some of the complex and challenging issues women face in business and the workplace such as pay parity, board diversity and expectations around women and leadership. This discussion will cover solutions such as affirmative action, quotas and building not just gender equity but also diversity more broadly as a source of community vibrancy and competitive advantage for organizations. 

Week 5
Politics - values & beliefs

Politics is the place many of us go to “make a difference”, whether it be joining a political party, getting elected to a representative position, joining an NGO or mobilising our friends in a grassroots movement to create change.

What kind of leadership and influence can we exercise on our political system? How has the capacity of ordinary people to shape political change evolved over time with the rise of online organising, the 24-hour news cycle and a new generation of politicized young people?

Week 6
Corporate leadership

It is often said that companies are more responsive to their customers than politicians are to their constituents. Does this mean CEOs are our best leadership role models? This panel will explore the leadership lessons of people who’ve successfully exercised leadership and influence in the business world. We’ll also ask what meaningful leadership means in the corporate space: is it about more than just making money?

SEMESTER BREAK

3 April - 14 April 

Week 7
VC TEST PITCH

In this week students deliver a dry-run and test presentation to Pro Vice-Chancellor Richard Baker. This provides the opportunity to receive feedback, enhance presentations and refine key issues for the final presentation to the Vice-Chancellor.

Week 8
Change & influence

The purpose of leadership is always and unashamedly about the creation and maintenance of a better world.  This requires leaders to be an effective agent of change.  Change agents do not come in one package and are from very different walks of life, influencing change through many different mechanisms of social, community engagement, social media, influence groups and organizations.

Week 9
Science

Science as a discipline is under attack. Many scientists have been thrust into the media spotlight in a way very few have been trained to deal with. How do scientists exercise leadership when they are pushed out of their comfort zone – research – and into national and international policy debates? What kind of leadership skills do scientists need to ensure success?  Our distinguished speakers today will explore the role of science in contemporary society. 

Week 10
Indigenous leadership

Leadership has meant different things throughout history and across cultures. This panel will explore whether today’s mainstream notions of “leadership” ignore the vital perspectives of Aboriginal and Torres Strait Islander Australians. We’ll look at whether there are distinctive leadership approaches within these communities.

Week 11
Climate Change

“Unless we take action on climate change, future generations will be roasted, toasted, fried and grilled,” said Christine Lagarde, managing director of the International Monetary Fund. So what happens when those in positions of authority fail to act in the best interests of the citizens they are supposed to be protecting?

Climate change threatens our food security, health, infrastructure and way of life – yet the responses so far have not come close to what scientists say is required. This panel will explore what kind of leadership interventions are being made in our economy, society and politics to attempt to deal with climate change.

Week 12
VC Presentation-Wednesday

This week is the culmination of the course where students present to the Vice-Chancellor on how to enhance the ANU student experience. 

Materials


Readings are provided on Wattle. There is no textbook associated with this course.

Assessment Overview


Summary

TypeWeightLearning OutcomeNotes
Tutorial facilitation 20% 1,2,3,6

Due: In weeks 3-11, specific tutorial to be confirmed at the start of the course

Word count: n/a

Form of submission: In person

Return of assessment: Within two weeks

 

Learning portfolio 50% 4,5,6

Due: Stage 1 (20%) - 23 March (week 5); Stage 2 (30%) - 26 May (week 12)

Word count:

  • Stage one/Article one – 1,000 words, plus 300 words in additional tasks
  • Stage two/Article two - 1,500 words, plus 1,000 words in additional tasks

Form of submission: Turnitin

Return of assessment: Within one week

Oral presentation 10% 2,3,4,6

Due: week 12 tutorial

Word count: n/a

Form of submission: In person

Return of assessment: Within two weeks

Group project 20% 1,4,6

Due: week 12 panel

Word count: 500

Form of submission: A group submission on Turnitin of your 500 word written brief by 6pm the night before the VC pitch and in person

Return of assessment: Within two weeks

Grading Scale

According to the ANU policy on assessment (https://policies.anu.edu.au/ppl/document/ANUP_004603), the standards that apply to High Distinction, Distinction, Credit and Pass in all coursework courses are as follows:

GradeRangeNotes
HD 80-100%

Work of exceptional quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level

D 70-79%

Work of superior quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level

C 60-69%

Work of good quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level

P 50-59%

Work of satisfactory quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level

N 0-49%

Work in which the attainment of learning outcomes at or above the relevant qualification level has not been demonstrated

Assessment Items


Tutorial facilitation 20%: Week 3-11

A key part of the course is facilitating a tutorial and attendance is required at all tutorials. Facilitation is not simply leading a discussion, but a series of tasks that are designed to help you learn and make your facilitation rewarding.  You have strictly between 60 and 75 minutes to run your tutorial.

Learning outcomes: 1,2,3,6

Marking criteria will be available on Wattle

Learning portfolio 50%: Stage 1: (20%) March 23rd Stage 2: (30%) May 26th

The Learning Portfolio assessment task provides a space for you to reflect on aspects of the course and your own learning process. Drawing on experiential or disciplinary perspectives students are encouraged to pose questions, to put forward ideas, to synthesize themes and to reflect on what you learnt about leadership and yourself through the course.

Learning portfolio (Stage 1 & 2)

Stage One

1,000 words (excluding the 300-word piece listed below). Due 11.59pm March 23rd. 20% Reflects on weeks 1-5 in the course. In your 1,000 words, you should include: 

In addition, you must submit: a 300-word individual proposal on enhancing the student experience at ANU (Note that this can be cut-and-pasted from your Group Project Proposal).

Total world count for Stage One: 1,300 words.

Stage Two

1,500 words (not including Stage One and the two 500-word pieces listed below. Due 11.59pm Friday June 3rd. 30% 

In addition, you must submit:

  • a 500-word summary of key learning from the individual talks given by your peers
  • a 500-word summary of key learning from the group policy briefs to the VC (other than your own)

Total word count for Stage Two: 2,500 words.

Postgraduate variation

If you are a postgraduate student enrolled in Leadership and Influence under the course code VCPG6003, you have a different requirement for the learning portfolio, namely the two articles listed below. It should be aimed at a broad, multidisciplinary audience and you are encouraged to submit the articles to Woroni.

Article One

1,000 words (excluding the 300-word piece listed below). Due 11.59pm March 24th. 20%

Interview someone you think of as a leader and write an article about what you have learnt from the leader, making connections to course themes.

In addition, you must submit:

  • a 300-word individual proposal on enhancing the student experience at ANU (Note that this can be cut-and-pasted from your Group Project Proposal, or you can refine based on feedback)

Total world count for Stage One: 1,300 words.

Article Two

1,500 words (excluding Stage One and the two 500-word pieces listed below). Due 11.59pm Friday May 26th. 30%

Interview a different leader and write an article reflecting on their experiences and your experience as a leader, making sure to include course themes.

In addition, you must submit:

  • a 500-word summary of key learning from the individual talks given by your peers
  • a 500-word summary of key learning from the group policy briefs to the VC (other than your own)

Total word count for Stage Two: 2,500 words.

Word limits

  • Stage one/Article one – 1,000 words, plus 300 words in additional tasks
  • Stage two/Article two - 1,500 words, plus 1,000 words in additional tasks

Learning outcomes: 4,5,6

Marking criteria will be available on Wattle

Oral Presentation 10%: Week 12 Tutorial

The talks need to be reflective and examine your learning through the course. You should incorporate how you may have already implemented things learnt and how you might apply these insights in the future.

Learning outcomes: 2,3,4,6

Marking criteria will be available on Wattle

Group Project 20%: Week 12 Panel

This task requires individual work and group collaboration.  Your group task is to develop an idea to “pitch” at the end of the course to the Vice-Chancellor on how to enhance the ANU student experience.

Learning outcomes: 1,4,6

Marking criteria will be available on Wattle

Detailed Course Information


ADDITIONAL COURSE COSTS:

There are no additional costs associated with this course.

Course Expectations


Announcements

Students are expected to check the Wattle site for announcements about this course, e.g. changes to timetables or notifications of cancellations. Notifications of emergency cancellations of lectures or tutorials will be posted on the door of the relevant room.

Tutorial and/or Seminar registration

Tutorial and/or Seminar registration is done through the course Wattle page. Detailed information about sign-up times will be provided on Wattle or during the first lecture by the course convener.

When tutorials/seminars are available for enrolment:

1. Log-on to Wattle, and go to the course site.
2. Click on "Tutorial sign-up here" link
3. On the right of the screen, click "Become Member of ..." for the tutorial/seminar class
you with to enrol in.
4. Confirm your choice.

If you need to change your enrolment, click on the tab "Leave group..." and then re-enrol in another group.

You will not be able to enrol in groups that have reached their maximum number.

Please note that your enrolment in ISIS must be finalised for you to have Wattle access.

Extensions and penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure.

You may be granted extensions for assessment pieces that are not examinations or take-home examinations by applying for an extension via the RSM Office. Information on the application process can be found https://www.rsm.anu.edu.au/education-programs/education-programs/notices-for-students/extension-application-procedure/

The application must include all supporting documentation and will be assessed by the Research School of Management’s Deputy Director (Education). You will be notified by your Course Convenor if an extension has been approved.

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item.

If a Course Convener determines that late submission of assessment tasks is not accepted for a coursework course, this information is included in the course outline.

Special consideration for assessments

Special consideration is the process by which an examiner takes extenuating circumstances into consideration during the marking of an assessment item.

Information on special assessment consideration and the application process can be found at: http://www.anu.edu.au/students/program-administration/assessments-exams/special-assessment-consideration.

The application must include all supporting documentation and will be assessed by the Research School of Management’s Deputy Director (Education).

Identify your Assignment with your Student Number only

When submitting your assignment please ensure that it contains your student number in the file name and on the first page. Please do not put your name anywhere in your assignment.

Resubmission of assignments

You are allowed to resubmit your assignments before the specific deadlines. Any submission done after the deadline will be considered as a late submission and the above listed penalty conditions will apply.

Returning assignments

All assignments will be marked and where appropriate feedback will be provided either:

  • in class, or
  • in person by appointment with the course lecturer, or
  • via the course Wattle site.

Referencing requirements

See any specific requirements under Assessment Items.

The Harvard or Oxford referencing styles are to be used. Links to documentation on proper referencing methods are available on the course website or from the Academic Skills website: https://academicskills.anu.edu.au/resources/handouts/referencing-basics

Deferred examinations

A deferred examination is the sitting of an examination at a time other than the scheduled time/date.

Wherever possible a student should sit their examination at the prescribed time, and if necessary apply for special assessment consideration for the marking of the examination.

Information on deferred examinations and the application process can be found at: http://www.anu.edu.au/students/program-administration/assessments-exams/deferred-examinations

Decisions on applications relating to examinations are made by the Examinations Office. You will be notified by the Examinations Office if your application has been approved.

After receiving notification that a deferred examination has been granted, it is the responsibility of the student to confirm the date/time/location for that examination with the Examination Office directly.

Finalisation of Marks and Grades

Your final mark for the course will be based on the raw marks allocated for each of your assessment items. However, your final mark may not be the same number as produce by that formula, as marks may be scaled. Any scaling applied will preserve the rank order of raw marks (i.e. if your raw mark exceeds that of another student, then your scaled mark will exceed the scaled mark of that student), and may be either up or down.

Use of Assignments as exemplars and grade moderation

An important resource for enhancing educational quality is a stock of student work which can be de-identified and used as exemplars for future students in ANU courses, and for grade moderation exercises for teaching staff. If you do not wish your assignment to be used for such purposes please include a note to that effect on the front page of the assignment.

ANU Policies


ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. You can find the University’s education policies and an explanatory glossary at: http://policies.anu.edu.au/

Key policies include:

  • Code of Practice for Student Academic Integrity
  • Student Assessment (Coursework) Policy and Procedure
  • Undergraduate Award Rules
  • Graduate Award Rules
  • Student Surveys and Evaluations Policy

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website.

Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, copies of all references included in the assessment item.

As a further academic integrity control, students may be selected for a 15 minute individual oral examination of their written assessment submissions.

Any student identified, either during the current semester or in retrospect, as having used ghost writing services will be investigated under the University’s Academic Misconduct Rule.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. One of the key formal ways students have to provide feedback is through Student Experience of Learning Support (SELS) surveys. The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement.


For more information on student surveys at ANU and reports on the feedback provided on ANU courses, go to http://unistats.anu.edu.au/surveys/selt/students/ and http://unistats.anu.edu.au/surveys/selt/results/learning/.

Student Support Services

Students experiencing academic or personal problems are welcome to discuss these with any member of the Faculty or to utilise the ANU’s student support services links to which can be found at http://students.anu.edu.au/, including:

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully.

In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.

In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor.

Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.

If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.