1. Looking at Shellers argument, how do you think early represent

1. Looking at Sheller's argument, how do you think early
representations of the Caribbean might have contributed to the
justification for European invasion of the region.
2. What was the image of the Caribbean that was dominant in
the 18th century and what impact did it have on imperialism?
3. What does Sheller mean when she says, "the Tourist gaze
imbues tropical with moral meanings."?
4. How were White Caribbean people (Creoles in this text)
defined by the dominant representations of the Caribbean?
Just so you know (this is not part of the question, this is just
information because the world will pop up from time to time)
the word 'creole' is a complex word of shifting meanings
depending on location. It originated in linguistics and was used
to describe languages that mixed different elements. It is used
to identify different groups of people in different Caribbean
territories. For example, in Trinidad and Guyana Creole is
often used to mean the African descended people of those two
countries, In other territories in the Caribbean Creole means
the white Caribbean people. In other places it means people who
have multiple heritages. Beyoncé, and many people in New
Orleans use creole in this same multiracial way.
https://www.youtube.com/watch?v=yqvPTd M3-3Y
https://www.youtube.com/watch?v=OI2jn3lJTAE
5. How did 19th century representations of the Caribbean differ
from 18th century representations?
6 If Sheller's argument is correct, how might representations

of the Caribbean shape interactions between tourist and locals.?
developing Leadership and Management(6HR510)SPRING 2021
Module Leader: Anne Wylie
For Derby Business School BA Business Management (and
bracketed pathways)
Contents
Staff contacts 4
Welcome 5
Module Specification and Description 6
Schedule of delivery 8
Recommended Reading 10
Student Voice 11
Your Voice 11
You Said It. We Did It 11
Module Evaluation 11
Module Assessment Description 12
Assessment Schedule 13
Formative Feedback 13
Assessment 13
Summative feedback, grades and return of work 13
Electronic Submission 14
Anonymous Marking 14
Progression: 14
Plagiarism and Academic Offences 14
Plagiarism 15
Collusion: 15
Impersonation: 15

Any other form of deception: 15
PLATO: 15
Referencing 15
Student Responsibilities 15
Preparation 15
Punctuality 16
Attendance and Engagement 16
Absence 16
If you have a problem 17
Technical Issue approaching the deadline time 17
Extenuating Circumstances 18
What are Exceptional Extenuating Circumstances (EEC)? 18
Completing an EEC Request 18
Late Submission Requests 19
Referrals 19
Assessment Criteria 20
External Examiners 20
Diversity Statement 20
Appendix A: Assessment Rubric 21
Appendix B: Undergraduate Marking Scale 24
Appendix C: Submission check list 25
Welcome
Dear Student,
Welcome to the Developing Leadership and Management
module.
This module is about the concepts of Leadership and
Management. It explores the similarities and differences in the
roles and responsibilities of leaders and managers in the
workplace and the development of leadership theoretical
approaches as well as the practical application of these within
organisations. During this module you will analyse the skills
and competencies of effective organisational leaders and

examine alternative methods of leadership development to
enhance these.
In this module you will cover a wide range of leadership and
management concepts and ideas. Please come to these sessions
with an open mind, be prepared to challenge conventional
thinking, and be ready to enjoy a journey that will stretch and
challenge you.
Anne Wylie
Module leader
Module Specification and Description
Module Title
Developing Leadership and Management
Date of ApprovalMay-17
Module Code
6HR510
Module Level
6
Credit value
20
Module Delivery
Mode
Online/Distance ☐
Blended/Face to Face
Work-Based Learning ☐
Module Description

This module is about the concepts of Leadership and
Management. It explores the similarities and differences in the
roles and responsibilities of leaders and managers in the
workplace and the development of leadership theoretical
approaches as well as the practical application of these within
organisations. Students will analyse the skills and competencies
of effective organisational leaders and examine alternative
methods of leadership development to enhance these.
Module Learning Outcomes
On successful completion of this module students will be able
to:
1. Critically evaluate the definition, roles and responsibilities of
Leadership and Management in modern contexts
2. Assess alternative theoretical approaches to leadership and
management and their relevance within contemporary
organisations.
3. Discuss different methods of leadership and management
development and how to implement and evaluate interventions
effectively
Module Content
· Definitions of Leadership and Management*
· Similarities and Differences between Leadership and
Management*
· The balance between Leadership and Management in a
contemporary context*
· Contemporary requirements of Management and Leadership
· Key theoretical approaches through time and critical
evaluation of these theories.*
· Leadership and vison*

· Practical skills required for Management and Leadership in
contemporary settings*
· Modern considerations for ethical and cultural issues*
· Approaches to Management and Leadership development
· Design, implementation and evaluation of effective
development programmes
· This module is mapped against CMI module 5012, Being a
Leader and 5013, and Leadership practice. The starred (*)
elements are key to this.
· This module has been mapped against the CIPD module 5LMS,
Developing Leadership and Management Skills.
Module Learning and Teaching
Scheduled Learning and Teaching Activities
25%
Guided Independent Study
75%
Placement Learning
0%
Module Assessment

Component 1: COURSEWORK
Summary of Assessment Methods
Assignment Weighting 100%
3,500 word Management Report based on a case study within a
modern organisation critically evaluating which leadership
theories would be most relevant for the organisation, and the
design, implementation and evaluation of appropriate leadership
development interventions
Reading List
Core Text
Yukl, G.E. (2012) Leadership in Organizations: Global Edition,
8th Edition. Harlow, Pearson Education Ltd.
Additional Recommended Reading Sources
Carmichael, J., Collins, C., Emsell, P., Haydon, J (2011)
Leadership and Management Development. Oxford, Oxford
University Press.
CIPD (2011) UK highlights: global leadership forecast 2011.
London, CIPD.
Daft, R.L. (2014) The Leadership Experience. Stamford,
Cengage Learning.
Gill, R. (2011) Theory and Practice of Leadership, 2nd Edition.
London, Sage.
Gold, J., Thorpe, R., Mumford, A. (2010) Leadership and
Management Development. London, CIPD.
Northouse (2015) Leadership: Theory and Practice, 7th Edition.
London, Sage.
Schedlitzki, D., Edwards, G. (2014) Studying Leadership:
Traditional and Critical Approaches. London, Sage.
Western S (2013) Leadership a critical text, 2nd Edition.
London, Sage.

This module is delivered at the University of Derby, London
College, Boston College, Med College (Athens, Thessaloniki),
EU Business School (Barcelona, Munich & Geneva) and HELP.
Delivery at the University of Derby is via synchronised remote
live lectures and face-to-face seminars. There will also be
asynchronised activities for you to complete during your study
time. Delivery at the University of Derby is in English.
Schedule of delivery
Week
Lecture Outline
Seminar Outline
1
What is Leadership?
Early perceptions of leadership:
· Great Man Theory born, or made? Trait theory
· Situation and contingency theory
· Defining and distinguishing leadership and management and
evaluation of the similarities and differences between leadership
and management
· Critical perspectives on early theories of leadership
2
Seasoned Styles of Leadership and Management:
· Transformational and transactional
· Servant leadership
· Critical comparison of contemporary theories of leadership

and management
· Identifying and analysing leadership styles
3
Recent Styles of Leadership:
· Importance of emotional intelligence in leadership
· Authentic
· Empathetic
· Resonant
· Awakened and agile
· Relationship between leaders and followers, including:
follower choice, attracting and retaining followers, and
exploring notions of leader and follower power
4
Assignment Launch
· Approaches to case study analysis
· Critical writing using an appropriate professional and
academic tone
· Consolidation of learner so far and how this relates to task 1
of the assignment
5
Exploration and evaluation of the role of the modern leader:
· Creating vison
· Shaping culture

· Driving change
· Empowering high performance teams
· Embodying ethics
· Others
Leadership conundrums, case study exercises:
· Series of leadership case studies to highlight the different
roles of a leader
· Linking of the modern leadership conundrums to the
definitions of leadership and management and contemporary
theory of leadership styles
6
Evaluation of Leaders of today
Seminar will consolidate learning to date and consider the
implications for contemporary workplaces.
Time will be dedicated to developing a structure for the first
part of the assignment and reviewing proposed structures.
7
Practical skills required for Leadership and Management in
contemporary settings:

· Distinguishing between competency and skill
· Exploration of contemporary skills and competencies for
effective leadership
· Critical evaluation of the skills and competencies which make
a ‘modern’ leader and manager
8
Approaches to Leadership and Management development (1)
· Practical activity session to evaluate leadership and
management development tools and methods
9
Approaches to Leadership and Management development (2)
· Practical activity session to evaluate methods of measuring
development interventions and methods
Assignment / Writing workshop and support. Time will be
dedicated to developing a structure for the latter part of the
assignment and reviewing proposed structures / ideas for the
first part
10
Unlocking your leadership potential (1):
· Revisit Goleman: understanding self and others
· Learning through experience – the path to successful

leadership
· The importance of reflective practice – Kolb and Gibbs
· Understanding and evaluating your own leadership qualities –
practical activities to find the leader within you.
11
Unlocking your leadership potential (2):
· Your professional and personal development plan
· Your personal leadership brand/s
· Strategy ‘you’
· Activities to further develop individual leadership qualities
potential
· Developing ‘Strategy You!’
· Resilience building exercise
12
Assignment support
13
Assignment support
Assignment Submission
23.59 10th May via Turnitin
Recommended Reading
(Updated to reflect latest editions and availability in Kedleston
Road Library)

Core Text
Yukl, G.E. (2019) Leadership in Organizations: Global Edition,
9th edn. Harlow, Pearson Education Ltd. (available as an ebook
in the library)
Additional Recommended Reading Sources
Carmichael, J., Collins, C., Emsell, P., Haydon, J (2011)
Leadership and Management Development. Oxford, Oxford
University Press. (physical copy)
Daft, R.L. (2015) The Leadership Experience, 6th edn.
Stamford, Cengage Learning (available as an ebook in the
library)
Gill, R. (2011) Theory and Practice of Leadership, 2nd edn.
London, Sage. (physical copy)
Gold, J., Thorpe, R., Mumford, A. (2010) Leadership and
Management Development. London, CIPD. (physical copy)
Northouse (2016) Leadership: Theory and Practice, 7th edn.
London, Sage. (physical copy)
Schedlitzki, D., Edwards, G. (2018) Studying Leadership:
Traditional and Critical Approaches, 2nd edn. London, Sage.
(physical copy)
Western S (2019) Leadership a critical text, 3rd edn. London,
Sage. (physical copy)
Other Useful texts
Parry, K. and Jackson, B. (2011) A very short, fairly interesting
and reasonably cheap book about studying leadership. 2nd edn.
London: Sage. (ebook 2008 version)
Whetten, D.A. and Cameron, K.S. (2016). Developing
Management Skills. 9th edn. New Jersey: Pearson Education.
(available as an ebook in the library)

Journals:
Academy of Management Journal
Administrative Science Quarterly
British Journal of Management
Harvard Business Review
Journal of Management Studies
Journal of Management Academy
Management Review
Leadership Quarterly
Websites:
Chartered institute of Personnel and Development
www.cipd.co.uk
Chartered Management Institute www.managers.org.uk
Institute of Leadership and Management www.i-l-m.comStudent
VoiceYour Voice
We welcome your feedback on all aspects of the programme that
you are studying on. A key opportunity to voice your ideas and
experiences and contribute to programme development is via
your student representatives in Programme Committees. The
Programme Committee involves staff, students and key
stakeholders from the subject area who help make
decisions about the operation of the programme. The
Programme Committee are scheduled to occur a minimum of
three times a year. If your student representative is unable to
attend the Committee, they can send in a report and have
discussions with the Programme Leader. The Programme Leader
will write a Programme Evaluation Report (PER) which
amongst other things is based on your feedback; this report is
considered and approved by the Programme Committee before
the final version is submitted to the University Centre for
Quality Assurance and reviewed by the College’s Quality and

Enhancement Committee.
We really welcome your feedback and ask that you pass this on
to your student representatives or the Chair of the Programme
Committee directly. We also encourage you take part in
this committee by becoming a Student Representative for your
year. If you decide to become a representative, you will receive
formal training by the Union of Students.  
You are also encouraged to communicate with your module
leaders / programme leaders as appropriate with regard to your
ideas and experiences of the programme.
You Said It. We Did It
Throughout the year we will ask you to tell us all about your
experience here at the University of Derby. Your opinions
are really important to us, and we are constantly making
changes as a result of your feedback to improve your
experience.
Make sure to keep an eye out for a chance to have your say in
the next Feedback and Survey campaigns, which will be running
throughout your time at the University of Derby. Module
Evaluation
During your module, you will be asked to complete 2 formal
surveys.
The first is a Mid-Module Evaluation, which helps us to
understand how we might improve the delivery of this module
for you.
The second is a Module Evaluation Questionnaire (MEQ), which
is a formal requirement and serves as an indication of your
satisfaction. This is conducted via EvaSys (online survey
automation software) and you will receive an invitation to
participate via email. You can access the MEQ via the link to

‘My Surveys’ from the Module Homepage. The results from the
MEQ will be used to Quality Assure your course and play an
important part in continual improvement of our provision.
Both surveys are important, and we strongly encourage you to
engage with them.
Module Assessment Description
All assessments will be marked using your student number,
following the Anonymous Marking Policy. This will ensure that
even if the work can be recognised by the initial marker, the
anonymity of the student is preserved during second
marking/internal moderation and external validation.
Module Assessment
COURSEWORK
Component 1: COURSEWORK
Summary of Assessment Methods
Assignment Weighting 100%
Assignment Instructions:
You are required to write and submit a 3,300 - 3,700 words
report demonstrating your understanding of contemporary
leadership and management. The report is divided into two
sections, which reflect the learning outcomes of the module,
each section is detailed below:
Section 1:
Critically evaluate the contemporary definitions of leadership
and management examining current perspectives of the roles
and responsibilities of both leaders and managers generally.
(LO1, LO2)

Section 2:
Based on your evaluation in section one, propose a minimum of
three critical skills and behaviours required to be a successful
21st century leader. Consider specific methods of leadership
and management development that could develop these critical
skills and recommend how to implement and evaluate these
development interventions effectively. (LO3)
(You may present your recommended interventions and
respective evaluations in a table format for section 2).
Assignment Submission and Grading Criteria
All assignments should be submitted via the Turnitin
submission point (found within the ‘Assessment’ tab) by
23.59pm 10th May 2021. All assignments will be marked
against a marking rubric, a copy of which is attached to
Appendix A.
On successful submission of the assignment, you will be
demonstrating your individual achievement of the Module
Learning Outcomes:
1. Critically evaluate the definition, roles and responsibilities of
Leadership and Management in modern contexts.
2. Assess alternative theoretical approaches to leadership and
management and their relevance within contemporary
organisations.
3. Discuss different methods of leadership and management
development and how to implement and evaluate interventions
effectively.
Assessment Schedule
· Assessment hand in - deadline Monday 10th May, by 11.59pm
via Turnitin. *Return date with provisional grade 12:00 noon
31st May 2021.

*Please note, return dates are estimates and are subject to the
satisfactory completion of all marking and moderation
activities. You should watch blackboard for announcements
relating to any changes to these advertised dates.
Formative Feedback
Three opportunities are provided in weeks 6, 9 and 12 for
formative feedback. Your seminar tutor will assist you to
explore how the module themes can be linked to your assessed
work. Time will be allocated during class time and the
opportunity provided to receive tutor feedback during the
sessions.
Assessment
Work will be assessed using the Assessment Rubric (Appendix
A) and the Undergraduate marking scale (Appendix B).
Summative feedback, grades and return of work
Tutors will aim to return grades and feedback within 3 weeks of
submission. This may take longer at the end of the academic
year when grades need to be released through the examinations
board and sent to external examiners for approval.
Feedback as well as a grade is provided with the return of
assignments. You should carefully read this. If you have further
questions you should contact the marking tutor.
Assignment feedback on this module will be returned via the
digital marking system. The module tutor will notify you by
email when feedback is available.
It is important to recognise that you will receive feedback in a
number of ways during the module.
Whilst it is most apparent when your work is marked and
returned to you, you may also receive feedback in one or more
of the following ways:

· Through in class discussions about assignments
· Through one-to-one tutorials
· Through email correspondence with your tutor
In all instances, it is important that you pay close attention to
what you are being told and look for any patterns that might be
emerging in relation to your strengths and
weaknesses.Electronic Submission
In order to reduce unnecessary travel and queuing time for
students, the University uses a system of electronic submission
(eSubmission) of all assignments where this is possible. Both
assignments on this module are submitted in this way, unless
you are advised by your tutor differently.
Start by taking a look at the eSub website as this is the main
site supporting students with eSubmission and provides support
documents and videos to talk you through the whole process.
You can find a link to this through the ‘Guides’ tab on UDo.
You will also find a printable guide In the Assessments area of
your module called Electronic Submission Guide for Students
this will talk you through the submission process and guide you
to further resources to help you submit your work.
Remember: All coursework should be submitted on time. There
are no opportunities to submit work as late. Even if you submit
an EEC request you should submit the coursework you have
already completed to that date by the deadline. The only
exception is if a student has a support plan and agreed extra
time to complete work.
Anonymous Marking
The University of Derby is committed to ensuring a fair and
equitable process in marking and grading student assessments.
To that end, all assessed work for this module will be submitted
anonymously.
The policy guidance indicates that ‘Anonymity’ is the use of an

identifier, which cannot be related to the student’s name
without reference to central student records or other mechanism,
in the assessment process. As a consequence, all summative
assessment where practicable should be marked via student
number and not according to student name.
Point 7 of the Anonymous Marking Policy states that “it is the
responsibility of students to respect and enable anonymity in the
assessment process where anonymous marking applies, and to
actively engage in the preservation of the anonymity
mechanisms provided to them”.
N.B. A copy of the policy is available to view on UDo under
MODULE INFO
Progression:
Students are required to attempt all assessment components of
their modules.
Students with a Non-Submission (NS) on first submission, who
have not attempted the referral offer must return on a part-time
recovery basis for the whole of the next academic year.
Plagiarism and Academic Offences
An academic offence could include plagiarism or improper
conduct in exams.
The University has a public duty to ensure that the highest
standards are maintained in the conduct of assessment. It is,
therefore absolutely essential that all students learn how to
avoid committing an academic offence. Academic offences
apply to coursework and examinations. Committing an academic
offence is regarded very seriously.
Plagiarism: A student is liable to be found guilty of plagiar ism
if any work presented for individual assessment is found to
contain the unacknowledged work of some other person(s). If
this involves deliberate misrepresentation of material as the
student’s own in an attempt to deceive the examiners then the
offence is very grave indeed.

All sources should be cited and all quotations from the works of
other authors clearly identified as such.
If a student’s work is found to contain verbatim (or near
verbatim) quotations from the work of other authors (including
other students past or present) without clear acknowledgement,
then plagiarism has been committed whether or not the student
intended to deceive the examiners.
Collusion: Where there is a requirement for the submitted work
to be solely that of an individual student, collaboration is not
permitted. Students who improperly work together in these
circumstances are guilty of collusion.
Impersonation: A student who is substituted by another person
in an examination, or who submits by substitution the work of
another person as their own, is guilty of deception by
impersonation. The offence of impersonation can be applied to
the student and to the accomplice.
Any other form of deception: Any action through which
students seek to gain an unfair advantage in assessment
constitutes an academic offence, such as, for instance,
submitting the same piece of work for separate modules.
Please see the 3Rs document for further explanation of
academic offences. http://www.derby.ac.uk/cfq/quality-
enhancement/academic-regulations-3rs
PLATO: PLATO is an online resource that gives you
information, exercises and quizzes to help you avoid plagiarism
which can be accessed through UDo. If you're found to have
committed an academic offence, the Union of Students’
independent advice service is on hand to help you through the
whole process, and give you independent advice and

representation. You are strongly recommended to make use of
the PLATO online materials designed to help you understand
and avoid plagiarism. PLATO can be accessed via UDo. Log in
to UDo and access the “Guides” section. Links to PLATO can
be found in the user guides.
Referencing
When you are writing your assignments, it is important that you
reference all your sources of information correctly to avoid
plagiarism and conform to good academic practice. Make sure
you understand the referencing guidelines for your subject.
Referencing guides are available from the library and from
various online sources. Academic referencing can, to the
inexperienced, appear complex and confusing but if you are
stuck, don’t be afraid to ask your tutor!
Useful written guidelines on referencing can also be found in
the appendixes of Saunders M, Lewis P, Thornhill (2016)
Research Methods for Business Students, 7th Edition, Harlow,
Pearson Education Ltd. (and other editions of this text). For a
more comprehensive text on referencing you could also try
Pears R, Shields G (2019) Cite them right, the essential
referencing guide, 11th Edition Basingstoke, Palgrave
MacMillan (earlier editions are available as an E-book from the
library catalogue).Student ResponsibilitiesPreparation
During this module, you will undertake a mixture of
information, exploration, and application sessions. Information
sessions take the form of a more traditional lecture. The tutor
will do most of the talking here. Lectures are live and will be
delivered remotely according to your scheduled timetable.
However, in the seminar sessions you will take the lead, often
working in small groups on activities to help you deepen your
understanding of the subject area and how this can be applied in
the workplace. You must prepare for these sessions by checking
blackboard for all relevant materials and undertaking any
indicated preparation work. As a standard, you should:

· Bring a copy of the lecture slides with you to the information
sessions to make your own notes on during the session;
· Bring a copy of any materials provided for the exploration or
application sessions with you to class (or bring an appropriate
laptop/tablet to view electronic versions of materials in class
where available);
· Read through all materials provided BEFORE attending class;
· Ensure your mobile phone is set to silent during classroom
sessions;
· If you choose to use mobile devices to view teaching materials
please do not use them to engage with social media during
classroom sessions;
“Researchers found that students sending and receiving
messages while studying scored lower test results and were less
effective at tasks such as note taking… when students did not
use mobiles, they were better at being able to recall
information.”
This is also very important when thinking about your
employability prospects
Mobile Phones in the Classroom: Examining the Effects of
Texting, Twitter, and Message Content on Student Learning
cited at http://www.bbc.co.uk/news/education-33047927
Punctuality
You are expected to arrive on time for all sessions, so you do
not interrupt the learning of other students. Please ensure you
arrive on the hour and are seated quietly and ready to commence
the session at five minutes past the hour. If you arrive late for
class, you may be asked to wait outside the lecture theatre until
the tutor is able to invite you in to minimise disruption to other
students. Persistent lateness will be reported to your
programme leader.
Attendance and Engagement
You are expected to attend and engage with all sessions and you

are responsible for bringing your student card with you and
using this to register your attendance through the electroni c
scanning system used in class. If you forget your card, please
see the tutor face to face at the end of the session so your
attendance can be recorded manually. No other registering of
attendance will take place. Persistent and unreported absences
will be reported to your programme leader.
Absence
Repeated failure to attend/contribute may result in being
deregistered from the module and your programme of study.
Under normal circumstances missing any three weeks of taught
sessions for a module, either consecutively or intermittently,
without good cause, may be considered a lack of adequate
participation.
By accepting the Student Declaration, you agree that:
· You will participate fully in those activities which are
described in each module as essential;
· You will inform the Module Leader if circumstances oblige
you to miss any of those essential activities and give details of
the relevant circumstances to the Module Leader;
· You wish to have your performance assessed according to the
approved procedures;
· You will observe and meet the deadlines and timetable
prescribed for each module; and
· Failure to participate adequately in the essential activities may
lead to termination of your enrolment on your programme of
study. You will be invited to explain your failure to participate
before termination on the programme occurs. Failure to engage
in this process will be considered to be withdrawal.
Remember: participation is not just about turning up.
Contribution to and participation in essential activities on the
module is essential to the learning process.

If you are unable to attend class, please report your absence
using the central reporting system. The module team will then
be notified. You can notify the university about your absences
at [email protected]. You can find information on the range of
services available to help and guide you through your studies at:
https://www.derby.ac.uk/services/student-centres/ or ring 01332
591066. The Business Student Centre is based in E406 at
Kedleston Road, you can email them at [email protected] or ring
them on 01332 591066 (Press 2). If you have a problem
If you have any problems with the module or the work, see your
module tutor as soon as possible. They may be able to help, and
the sooner a problem is identified, the easier it will be to sort
out. Alternatively, you may wish to speak to your Programme
Leader, Year Tutor (your Programme notice board will tell you
how to contact them) or a member of the Student Support
Service in B Block, Kedleston Road. If you feel that your
problem/s may affect your ability to submit work on time, you
will need to go through our Exceptional Extenuating
Circumstances process.
Please note that work submitted late will not be graded.
Technical Issue approaching the deadline time
If you experience a technical issue when uploading to Course
Resources or Turnitin and you feel you are likely to be late
submitting the work as a result, please do the following:
Email your College email address and also ITS to report the
issue and to make sure you send your work on time. This must
only be used in the case of a technical issue preventing you
from uploading your assignment on time; late submissions due
to large file sizes, which can take longer to upload, or leaving
submission until very close to the deadline time, will not be
accepted via this system.
You should email:
[email protected] AND your College Registry email address:

[email protected]
In your communication, you must include all of the following:
• Student ID
• Programme name, Module Code and Title
• Name of the submission point you are submitting to
(Turnitin, Blackboard, Pebblepad)
• Module tutor name
• Copy of your submission
• Screenshot/Details of the error message – this MUST be
included to support your claim that a technical issue has
prevented you from submitting to the deadline.
This will help to identify your issue.
A submission by email will generate an auto reply with a date
stamp, which can be used to evidence technical problems if the
deadline is missed. Your College Registry teams will ensure the
work is sent to the appropriate tutor. They will also monitor if
there are multiple submissions from individual students via this
channel on different dates; the system creates additional work
for staff and must only be used in an emergency when technical
issues only are preventing you from meeting the submission
deadline.
Full information about university regulations can be found
at:http://www.derby.ac.uk/about/organisation/academic-
regulations/
Extenuating Circumstances
All coursework is expected on the date set by the module
leaders/course tutors, unless you have an approved late
submission request or late submission is covered by a support
plan. If your coursework is submitted late, without approval, it
will not be marked.

However, we know there can be circumstances out of your
control - a bereavement or hospitalisation for example - and
when this happens, the EEC process may help you. You'll need
to submit evidence to support your personal circumstances,
from a professional person with your application. Your request
will be considered by a panel. The most important thing to
remember is you still need to attempt your assessment
(presentation/exam/coursework). If your EEC is approved,
you'll normally be offered the opportunity to sit a fresh
assessment at the next submission point if not, your original
submission will be marked.
Note: If you have a support plan which identifies the need for
extensions, and your need is related to your disability, you
should use the Assessed Extended Deadline (AED) system
instead.
What are Exceptional Extenuating Circumstances (EEC)?
Here are some circumstances that the EEC option covers:
· Bereavement
· Unexpected carer responsibilities
· Hospitalisation
· Sudden return home (abroad) following a family emergency
· Mental illness
Here are some circumstances that the EEC option doesn't cover
· Lack of time management
· Failure to organise your time appropriately
· Circumstances for which you have had ample opportunity to
plan
· Technical failures of computers/equipment
· Negligence or carelessness
· Circumstances already addressed in a support plan
· Circumstances which you didn't disclose at the appropriate

time (unless you were unable to do so e.g. hospitalisation)
If you have an on-going disability or medical condition and you
have a support plan, you won't be covered by the EEC process
unless it’s above and beyond what your support plan covers. If
you don't yet have a support plan for your condition, please get
in touch with the Student Wellbeing Service on 01332 593000
or email [email protected]
Completing an EEC Request
You can make an EEC request electronically through UDo. Our
regulations say that you must normally submit your EEC
application BEFORE your original hand in date.
Click on 'my details' in the ‘self-service’ area (left hand side) of
UDo. This will take you through to the Uni information system.
Once you've logged in here select 'Student Centre' in the ‘go
to…’ box (top, right hand side). When you’re in student centre
click on 'my modules and results’. Select the module and the
assessment you require to be considered by clicking on the
module code and then choose the Exceptional Extenuating
Circumstances tab and Request EEC. Complete all the sections
on the form and upload your supporting evidence.
· If you can’t submit evidence when you’re completing the
application, you can choose to ‘Upload Evidence Later’ – you’ll
be able to go back into your application later to do this.
· If it’s not possible for you to upload evidence yourself, you
can take it into the student Support Centre in the Atrium and
they will be able to scan a document and upload it for you.
Throughout the process you’ll be able to see online updates to
your application. Once the panel have met and reviewed your
application, the decision will be available to view on UDo
within five working days of the panel.
Full details on the EEC process, panel dates and submission

deadlines along with information on how to complete a request
are available electronically at:
https://www.derby.ac.uk/about/academic-regulations/
Late Submission Requests
In circumstances where you believe you can hand in your work
but need some extra time you may be eligible for a 7-day
extension (instead of an EEC). This can be applied for if
circumstances out of your control mean you won't be able to
meet an assessment deadline e.g.
· Short term illness or flare up of an ongoing medical condition
· Bereavement
· Unexpected care responsibilities
If your application is successful this will allow you to submit
your assessment up to 7 days late, without your mark being
capped.
This would NOT cover:
· Lack of time management
· A student's failure to organise her/his time appropriately
· Circumstances for which a student has had ample opportunity
to plan
· Technical failures of computers/equipment
· Negligence or carelessness by the student
· Circumstances already addressed in a student's support plan
· Circumstances which a student didn't disclose at the
appropriate time (unless the student was unable to do so e.g.
hospitalisation)
· An on-going disability or medical condition for which you
already have a support plan unless it's above and beyond what
your support plan covers.

Again, the most important thing to remember is you'll still need
to submit an attempt at your coursework by the original
deadline
Referrals
A referral is an opportunity to make good an element of the
module that you've failed. This may be a piece of coursework,
an exam or both. It means you don't have to re-take a module,
just repeat the element (coursework, exam or both) that you've
failed. This means that you must redo the assignment and
submit it in time for a further deadline, the referral deadline. If
the original failure is redeemed, i.e. you pass the referral, then
the work is graded with the lowest pass mark, i.e. 40%. If you
have been given a referral, the details of the task set will be
posted on UDo.
You must register to accept a referral (see paragraph below).
Only one referral opportunity is offered per element. If passed,
your grade for that element will be capped to 40%. If you fail
the referral opportunity you will need to retake the module in
its entirety, and this will be capped to 40%.
How to accept a referral: Referrals are offered in a drop-down
box next to your mark in your student centre on UDo and a box
will appear which will ask you to accept or reject. You may
have been offered referrals in more than one element. To accept
or reject please select from the drop-down box.
Please note that if you do not submit a component of
coursework you will receive an NS grade. Under normal
circumstances you will not be offered a referral where an NS
grade has been recorded for the coursework component .
Assessment Criteria
Your summative coursework is assessed using the Assessment
Rubric in Appendix A and the Undergraduate Marking Scale in
Appendix B. An assignment submission checklist is included in

Appendix C.
External Examiners
The Chief External Examiner for BA Business Management (UK
and Collab) is Costas Theodoridis, Manchester Metropolitan
University. The external examiner for this module is Paula
Jenkins, Chichester University.
Under no circumstances should students make contact with
External Examiners directly.Diversity Statement
At the University of Derby, we are committed to
promoting diversity and equity through inclusive practice. This
means that we will do everything we can to ensure that how we
teach, what we teach, and the environment in which the
teaching and learning takes place are right for you. We will
ensure that you have information and access to services
that support your learning. 
We understand that diversity and inclusion at the University are
about recognising and appreciating everyone as a whole person
because we all have multiple forms of diversity, some of which
are visible and others which are not. However, you identify you
join us as a respected part of our University Community. We are
inclusive to actively celebrate identity and the knowledge,
experience and talents each person brings. We are not inclusive
by expecting our students to conform to a particular identity –
we celebrate difference; we celebrate you!
We seek to create a culture of acceptance and fairness centred
around environments which value different forms of knowledge,
are engaging and professional. Our systems and procedures
embed principles which ensure that everyone is valued and
respected throughout their time at the University.  
We do not accept behaviours that discriminate, and we will
challenge language and attitudes that seek to diminish and

disrespect others. We do this best when we work together as an
academic community of staff and students. We expect every
member of staff and every student to play their part.
There is an expectation that we will educate ourselves so that
we are prepared to understand and challenge white privilege,
racism, homophobia, sexism, disablism and every other area of
inequality that harms and takes power away from individuals
and communities.   
We recognise the need to take responsibility for all our
language, actions and behaviours because we are accountable
for the impact they have on other people.
2
5
Sensitivity: Internal
Appendix A: Assessment Rubric
Outstanding 90-100%
Excellent 70-89%
Very Good 60-69%
Good 50-59%
Satisfactory 40-49%
Unsatisfactory <40%
Knowledge
Evidence that the student has:
Understood the topic area
Supported their work with relevant research and reading

· Detailed understanding of topic area backed up with relevant
references
· Research beyond scope of module materials
· Draws links to other modules
· No further development of answer required
· Wide topic knowledge from the module
· Draws different concepts together effectively
· Strong use of relevant theoretical models and/or research
· Fully referenced with wide range of sources
· Strong evidence of independent research
· Draws together some of the key topics from the module
· Some use of theoretical models and/or research to support
answer
· Evidence of some independent research but largely guided by
references provided in the module
· Adequate use of module topics
· Some gaps in knowledge or misunderstanding of concepts
· Some evidence of research and reading but may be
overreliance on core textbooks/overuse of direct quotes etc.
· Limited use of topic knowledge from the module/lack of detail
· Some significant gaps in knowledge or misunderstanding
· Limited or poor evidence of research and reading
· Overreliance on lecture slides and notes
· No/ very limited use of topics from the module to answer the
question
· No/very limited supporting literature
Critical Thinking
Questioned their sources, arguments and solutions
· Extensive critical evaluation of arguments and cited literature
· Fully balanced argument
· Researched and answered from different angles.

· Questions some of the research sources used
· Well balanced argument
· Explores some alternative arguments,
advantages/disadvantages, pros and cons etc.
· Some evidence different approaches to answering the question
are understood
· Acknowledges a few alternative arguments to the answer e.g.
advantages and disadvantages, pros and cons
· Very limited identification of alternative arguments
· Accepts reference sources at face value
· A one sided answer with no consideration of alternative
arguments
Application
Pulled ideas together effectively to answer the question
Provided appropriate examples where necessary/helpful
· Thoughtful and thorough application of knowledge, theory and
research to question throughout
· Tailors information to answer the question fully
· Illustrates answer with range of organisational examples
· Links in relevant personal examples/experiences
· Uses some appropriate organisational examples discussed
during the module
· Uses personal examples but may not always link this back to
theory/literature
· Integration of theory/research may still be disjointed
· Examples are limited or lack relevance
· Examples are given but poorly integrated into the answer
· Lacks examples
· Very limited reference to the task
· No or inappropriate use of examples

· No links to the task
Evaluation
Identified strong and relevant information to answer the
question
Left out weak or unnecessary information
· All concepts and material fully relevant to the analysis and
recommendations including materials sourced from independent
research
· All chosen ideas are relevant to the answer
· Answers the question fully covering all key concepts
· No evidence of ‘padding’ with irrelevant information
· Uses some relevant ideas
· Chooses appropriate concepts and makes an attempt to answer
the question
· Information is mostly relevant to the question
· Only minor missing elements
· Minimal ‘padding’ with irrelevant information
· Some effort to answer the question
· Some missing, weak or irrelevant elements
· Links to answer are unclear in places
· May ‘pad’ with irrelevant information
· Key elements of the question remain
unanswered/underdeveloped
· Confused choice of concepts to answer the question
· Important concepts may be difficult to pick out
· Largely irrelevant ideas

· Does not answer the question that was asked
· Covers concepts which are not relevant to the answer.
Communication
Put their ideas across clearly on paper
· Outstanding, sophisticated written communication
· No significant areas for further development
· Logical organisation and flow of ideas
· Error free written communication
· Precise Harvard Referencing
· An enjoyable read
· Largely well-structured answer
· Only minor spelling/grammatical errors
· Good grasp of Harvard Referencing
· Mainly easy to read and follow
· Some spelling/grammatical errors but do not significantly
interfere with understanding
· Some attempt to Harvard Reference
· Difficult to read and follow in places
· Repeated spelling/grammatical issues
· Weak Referencing skills
· Difficult to read and follow
· Very difficult to read and follow
· Extensive problems with written presentation
· No or incorrect Referencing

2
Appendix B: Undergraduate Marking Scale
Appendix C: Submission check list
1. I have carefully analysed the question/s and answered
EVERY part, providing examples where these have been asked
for
2. I have included a SHORT introduction explaining what will
be covered in the answer
3. I have removed any materials that are irrelevant to the
question that has been asked
4. I have edited my work carefully to correct any spelling,
grammatical and typographical errors
5. I have supported each new idea in my work with reference to
something I have read “that makes me think that”
6. I have demonstrated a range of reading resources including
some textbooks, some journal articles and some websites
7. I have not referenced Wikipedia, Business Balls or Mind
Tools as these are weak academic reference sources
8. I have ensured that all the sources I have cited/ referred to in
my answer are listed in full in a reference section at the end of
my work.
9. I have listed my references only ONCE in my reference
section

10. I have presented my references in alphabetical order. (I
have NOT separated this into sections of books, journals,
websites etc.)
11. I have provided page numbers with references where I have
used direct quotes to show specifically where the direct quote
can be found.
12. I have presented all direct quotes in double speech marks
(“xxxxx”) to clearly indicate that these are not my own words
13. I have used direct quotes sparingly, preferring to write in
my own words where ever possible to show I have understood
what I have read
14. I have avoided using bullet points or number lists preferring
to discuss my points in full sentences developing my discussion
to demonstrate my understanding of the points made.
15. I have written my work in the third person avoiding the use
of ‘I’, ‘My’, ‘We’, ‘The author’ etc
16. I have removed unnecessary pictures and diagrams from my
work e.g. copies of lecture slides and concentrated on writing
about what this shows
17. I have provided a concise conclusion at the end of my work
summarising the main points I have made
18. I have removed appendixes, talking about its content in the
main part of my answer if it is important enough to be included
19. I have checked the similarity report on ‘turn it in’ and
addressed any plagiarism issue
20. I have submitted my work on time to avoid my grade being

penalised for late submission
derby.ac.uk
Developing
Leadership and
Management
6HR510
derby.ac.uk
THIS SESSION IS BEING
RECORDED AND WILL BE
AVAILABLE ON COURSE
RESOURCES

derby.ac.uk
Session Objectives
Exploration and evaluation of the role of the modern leader.
• Creating vison
• Shaping culture
• Driving change
• Empowering high-performance teams
• Embodying ethics
derby.ac.uk
§ A Mission Statement defines the company’s business, its
objectives
and its approach to reach those objectives.
§ A Vision Statement describes the desired future position of
the
company.
§ Organizational values are the foundation on which the
organization
is built. They describe the individual and corporate behaviours
that
will get the organization from where it is now, to achieving the
mission and living the vision.
Shaping organisational vision and values

derby.ac.uk
Microsoft Values
derby.ac.uk
Shaping Culture
• “Organisational culture is the way that things are done in an
organisation, the unwritten rules that influence individual and
group behaviour and attitudes. Factors which can influence
organisational culture include: the organisation's structure, the
system and processes by which work is carried out, the
behaviour
and attitudes of employees, the organisation’s values and
traditions, and the management and leadership styles adopted.”
(CMI, 2018)
derby.ac.uk
derby.ac.uk
Geert Hofstede Cultural Dimensions

derby.ac.uk
10 minutes with Geert Hofstede
• The 6 dimensions model of national culture by Geert Hofstede
https://geerthofstede.com/culture-geert-hofstede-gert-jan-
hofstede/6d-model-of-national-culture/
derby.ac.uk
Cultural Dimensions (Trompenaars and Hampden-Turner 1997)
Universalism
Individualism
Neutral
Achievement
Specific
Sequential
Inner-directed
Particularism
Collectivism

Affective
Ascription
Diffuse
Outer-directed
Synchronic
derby.ac.uk
https://www.kotterinc.com/8-steps-process-for-leading-change/
1. Create a sense of urgency
2. Build a guiding coalition
3. Form a strategic vision and initiatives
4. Enlist a volunteer army
5. Enable action by removing barriers
6. Generate short-term wins
7. Sustain acceleration
8. Institute change
The 8-step Process For Leading Change

derby.ac.uk
Empowering High Performance Teams
Recognition
Empowerment
Supportive feedback
Partnering
Expectations
Consideration
Trust
derby.ac.uk
Embodying Ethics
derby.ac.uk
Leadership in the news
derby.ac.uk

CMI Leadership news
Leadership as kindness
Happiness at work
Beyond kindness, leadership as generous
Topical leadership challenges
https://www.managers.org.uk/?s=leadership+challenges
https://www.managers.org.uk/?s=leadership+challenges
derby.ac.uk
Institute of Directors leadership news
Leadership Success
Good governance - the structure through which an organisation
is
directed, controlled and held accountable which defines a
framework of procedures.
derby.ac.uk
ILM news
Positive leadership skills
Contagious Leadership

derby.ac.uk
CIPD Leadership News
The Trust Crisis
Topical thought pieces on leadership
https://www.cipd.co.uk/news-
views/changing-work-views/future-
work/thought-pieces/responsible-business
https://www.cipd.co.uk/news-views/changing-work-
views/future-work/thought-pieces/responsible-business
derby.ac.uk
References
CMI (2018) Understanding Organisation Culture,
www.managers.org.uk/~/media/Files/PDF/Checklists/CHK-232-
Understanding-
organisational-culture.pdf, accessed 19/6/18
Hofstede G H, Hofstede G J and Minkov M (2010) Cultures and
Organization:
Software of the Mind: International Cooperation and its
Importance for Survival
(3rd edtn). London: McGraw-Hill
Johnson G, Whittington R, Scholes K, Angwin D and Regnér P
(2017) Exploring

Strategy: Texts and Cases (11th edtn). Harlow, Essex: Pearson
Education
Kotter (2019) 8 Steps for Leading Change,
www.kotterinc.com/8-steps-process-
for-leading-change, accessed 01/19
http://www.managers.org.uk/~/media/Files/PDF/Checklists/CH
K-232-Understanding-organisational-culture.pdf
http://www.kotterinc.com/8-steps-process-for-leading-change
derby.ac.uk
References
Northouse, P. (2015) Leadership: Theory and Practice, 7th edn.
London, Sage.
Roe, K. (2017) Leadership: Practice and Perspectives, 2nd edn.
Oxford
University Press
Trompenaars F and Hampden-Turner C (2011) Riding the Waves
of Culture:
Understanding Diversity in Global Business, 3rd edn. London:
Nicholas Brealey
Developing Leadership
and Management
(6HR510)

The Task
Section 1:
Critically evaluate the contemporary definitions of leadership
and management examining current perspectives of the
roles and responsibilities of both leaders and managers
generally.
• This section should account for approximately 60-65% of your
total
word count (probable ballpark 2,000 to 2,100 words)
• You should be using in the region of 20 – 25 appropriate and
robust
academic references to supplement and validate your evaluation
Assignment Considerations
• Only pick four or five key models or theories and focus your
attention
on them (rationale is that if you try to focus on too many

different
models or theories you establish no depth of awareness or
understanding in any of them).
• Make sure you use multiple academic perspectives when
discussing
each key theory.
• Think about the evolutionary process of management and
leadership
and consider writing your assignment through that mechanism.
• Remember to use both leadership and management theories /
models.
• Remember also – you are not writing for you but for your
audience (in
this case your tutors).
Structuring Work
• Using the information provided in Lecture 4 (week of 22nd
February)
build a body of dialogue around each key model or theory.
• Do not use single sentence, or simply use limited, paragraphs
(2-10

lines) to create that awareness and understanding as this limits
insight
and awareness of the point you wish to discuss.
• Construct good robust paragraphs using at least 3 (ideally 4)
appropriate
academic sources to help inform the reader of the point you are
making.
• Avoid using the same source multiple times in the same
paragraph, it
slightly undermines the credibility of your evaluation.
• Each paragraph is more likely to be in the region of 15 – 20
lines and
using multiple academic sources gives the reader a chance to
appreciate
the breadth and depth of your research (which is always a plus).
The Task
Section 2:
Based on your evaluation in section one, propose a minimum
of three critical skills and behaviours required to be a
successful 21st century leader. Consider specific methods of
leadership and management development that could develop
these critical skills and recommend how to implement and
evaluate these development interventions effectively. (LO3)

(You may present your recommended interventions and
respective
evaluations in a table format for section 2).
• This section will account for approximately 35-40% of your
word count
• You should be using in the region of 10 – 12 appropriate and
robust
academic references to supplement and validate your proposals
Assignment Considerations
1. Pick ONLY three skills and / or behaviours and construct a
rationale
outlining the purpose and value of these skills and why
development in
these areas would be beneficial for prospective 21st century
leaders.
2. Construct an implementation (How, Who, Where, When) and
evaluation
plan (with distinct mechanisms to measure the impact and
potential
success of your implementation).
3. Point 2 can be constructed using a tabular format:
Skill / Behaviour Method of Implementation Evaluation

Measures
1. xxxxx
2. yyyyy
3. zzzzz
Structuring the Work
• Section 2 is constructed of two elements:
• Element 1 discusses the three skills or behaviours you feel
would be
useful to develop in 21st century leaders. Using a range of
academic
sources (in the region of 10-12) construct a rationale that
determines
the purpose and value of these skills / behaviours in today’s
business
environments.
• Avoid overusing any one source to construct this rationale (as
it
potentially undermines the value proposition of your ideas).
• The probable ballpark word count for this element is 1,000 to

1,100
words.
Structuring the Work
• Element 2 is presented in table format (probable ballpark word
count is
400-500 words).
• It outlines the implementation methods and the mechanisms by
which
you will determine the relative value and success of the plan.
• The implementation methods should address how you plan to
implement
these ideas with an indication of who they are targeted at,
whether this
is a staged plan (activity 1, activity 2 etc) and when they can
occur
(there may be necessary time intervals in the plan to ensure
work based
learning is captured, which may be part of your evaluation
process).
• The evaluation measures is likely to be multiple (meaning

there will be
more than one measure for each skill or behaviour being
developed).
Presenting Your Work
• A professional presentation is required. Remember, you are
presenting
to an audience, not to yourself. What you present and how you
present
it is often considered to be an indication of you, so be
professional.
• Use size 12 font (Arial, Verdana, MS Sans Serif tend to be
good choices
as they are relatively easy to read).
• Use line and half (1.5) spacing. Do not cram things in on top
of each
other. A cluttered and ill-considered presentation does not
make good
or easy reading so help the reader.
• Build good, well informed (from appropriate and robust
academic
research) points of discussion. Show the reader you have an

understanding of the subject and not just some vague
acknowledgement
of it.
REMEMBER
IF YOU ARE IN DOUBT ABOUT ANY
ASPECT OF THE WORK, ASK FOR HELP.

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