Module POLM228M for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
POLM228M: Leadership, Equality and Diversity
This module descriptor refers to the 2021/2 academic year.
Module Aims
The aims of this module are to introduce you to key concepts and theoretical perspectives in the analysis of equality, diversity and leadership; to enable you to gain a better understanding of contemporary issues and challenges for implementing inclusive leadership and promote equality; and to provide you with the ability to examine the challenges and barriers related to gender, race and other types of diversity towards making leadership more inclusive.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. Demonstrate an in-depth knowledge of the most significant trends and reforms promoting inclusive leadership 2. Critically evaluate examples of success and failures in making leadership more inclusive |
| Discipline-Specific Skills | 3. Critically analyse primary and secondary source material and apply theoretical argument 4. Link concepts and theories to real world examples, and then evaluate, synthesise or critique those concepts and theories 5. Evaluate government, corporate and international organisations publication |
| Personal and Key Skills | 6. Present, evaluate and synthesise complex arguments effectively in writing 7. Engage constructively in complex discussions and debates 8. Develop autonomous learning skills, notably self-direction and time management 9. Reflect on the process of learning and evaluate personal strengths and areas for improvement |
Module Content
Syllabus Plan
Drawing on research on inclusive leadership and equality policy, the module assesses and challenges theoretical foundations through the comparative examination of a range of contemporary issues in the promotion of equality and diversity in leadership.
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following theoretical discussions and case studies:
- What is Leadership?
- What is an inclusive leadership? And how does it fit into the perspective of a “good government”?
- How can equality and diversity can be conceptualised and implemented?
- What are the pathways towards inclusive leadership?
- What are the opportunities, challenges and barriers for inclusive leadership?
- What is the potential impact of an inclusive leadership?
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 278 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 22 | 11 x 2 hour seminars |
| Guided Independent study | 118 | Private study reading and preparing for the module |
| Guided Independent study | 160 | Preparation of a 5000 word policy report |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Policy report outline | 1000 words | 1-8 | In class |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Reflective learning log | 20 | 1500 words | 8, 9 | Written |
| Policy Report | 80 | 5000 words | 1-8 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Reflective learning log | Reflective learning log, 1500 words | 8, 9 | August/September reassessment period |
| Policy Report | Policy Report, 5000 words | 1-8 | August/September reassessment period |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Alvesson, M. and Y. D. Billing (2009). Understanding Gender and Organizations . Sage.
Baxter, J. and W. O. Wright (2000). “The glass ceiling hypothesis: A comparative study of the United
States, Sweden, and Australia”, Gender & Society 14: 275-294.
Broadnax, W. (2010). “Diversity in Public Organizations: A Work in Progress”, Public Administration Review
Davis L. E. (2016). Why are they angry with us? Essays on race . Chicago: Lyceum Books.
Dworkin A.G. and Dworkin R. J. (1999). The minority report: An introduction to racial, ethnic and gender relations . New York: Harcourt & Brace.
Foldy E. G. (2004). “Learning from Diversity: A Theoretical Exploration”, Public Administration Review 64(5): 529-38.
Garcia, J. A. (2014), “The Obama Factor and Pan-Minority Coalitions?”, Politics, Groups, and Identities 2(3): 491-499.
Gemmil, G. and J. Oakley (1992). “Leadership: An Alienating Social Myth?” Human Relations 45(2): 113-129.
Kimmel M.S. and A. L. Ferber (2017). Privilege: A Reader . Boulder: Westview Press.
Lawless J. L. and Richard L. Fox (2010). It Still Takes a Candidate: Why Women Don’t Run for Office . New York: Cambridge University Press.
Mansbridge, J. (2003). “Rethinking Representation”, American Political Science Review 97(4): 515-528.
O’Brien D. Z. and J. Rickne (2016), “Gender Quotas and Women’s Political Leadership”, American Political Science Review 110(1): 112-126.
Opstrup, N. and A. Villadsen (2015). “The Right mix? Gender Diversity in Top Management Teams and Financial Performances”, Public Administration Review 75: 291-301.
Rhode, D. L. (ed.) (2003). The Difference “Difference” Makes: Women and Leadership . Stanford: Stanford University Press.
Riccucci, N. (2002). Managing Diversity in Public Sector Workforces . Boulder: Westview Press.
Sabharwal, M. I. Hijal-Moghrabi and M. Royster (2014). “Preparing Future Public Servants: Role of Diversity in Public Administration”, Public Administration Quarterly 38: 206-245.
Schachter, H. L. (2017). “Women in Public Administration: Giving Gender a Place in Education for Leadership”, Administration & Society 49(1): 143-158.
Selden, S.C. and F. Selden (2001). “Rethinking diversity in public organizations for the 21th century: Moving towards a multicultural model”, Administration & Society 33: 303-329.
Tower L. E. and M. G. Alkadry (2008). “The Social Costs of Career Success for Women”, Review of Public Personnel Administration 28(2): 144-165.
Van Wart, M. and L. Dicke (2008). Administrative Leadership in the Public Sector . Armonk: M.E. Sharpe.
Wilkins, V. M. and B. N. Williams (2008). “Black of Blur: Racial Profiling and Representative
Bureaucracy”, Public Administration Review 68(4): 654-664.
Yoder, J. (2001). “Making Leadership work more effectively for women”, Journal of Social Issues 57: 815-828.
