Leading Change in Practice

Module description


This module is a blend of practical workshops, critical inquiry and field work. Working with a range of academics and current change agents, students have the opportunity to explore the nuances of change in themselves, organisations and communities. Using experiential and critical reflection students will explore how to become a successful change agent. Throughout the  module students are asked to embark on a journey of self-development; they are invited to critically inquire change agents and they are tasked with immersing themselves in field work.

Additional Information: Internationalisation

This is an interactive module that helps students develop their leadership skills which they can later use to lead change in organisations around the globe. Also, the core texts for this module use case studies from different  countries.


Sustainability is a theme that runs throughout the module. The notion of change is underpinned by encouragement for the development of sustainable changes.

External Engagement

Students will have the opportunity to engage with external projects from the community. Also, practitioners and change agents will be invited to a question and answer session with the students.


Students develop a number of transferable skills which are valued by employers. These include skills in presentation, problem- solving, writing a report, field work, and team working. Each student also has an opportunity to lead and be evaluated by their group. This will help develop their leadership and team management skills, as well as their ability to give and receive constructive criticism. Further, students are able to work on their personal development in this module through setting and monitoring personal goals.

Full module specification

Module title:Leading Change in Practice
Module code:BEM3048
Module level:3
Academic year:2019/0
Module lecturers:
  • Dr Inmaculada Adarves-Yorno - Convenor
Module credit:15
ECTS value:






Duration of module: Duration (weeks) - term 1:


Module aims

Using experiential and critical reflection students will explore how to become a successful change agent. Throughout the module students will embark on a journey of self-development; critically inquire change agents and engage in practical field work.

The aims of the module are structured around 3 sections:

Section 1: Students self-awareness and personal development
Section 2: Exploring and understanding change agents in action
Section 3: Planning, implementing and reflecting upon a change initiative

ILO: Module-specific skills

  • 1. show a capacity for practical leading change
  • 2. demonstrate critical insight into the practical aspects of leading change
  • 3. demonstrate a capacity for understanding the resources, challenges and impact of change agents
  • 4. working with others to achieve goals
  • 5. reflect upon personal resources and challenges as a change agent.

ILO: Discipline-specific skills

  • 6. display skillful, reflexive and a generally well-informed appreciation of what is involved in leading change
  • 7. critically interpret the practice of leading change
  • 8. demonstrate an awareness of a variety of ideas, context and frameworks

ILO: Personal and key skills

  • 9. set and monitor personal goals
  • 10. critically appraise own actions through self-awareness
  • 11. reflect on personal strengths and weaknesses
  • 12. give, receive and make use of feedback
  • 13. collaborate and cooperate successfully with others
  • 14. demonstrate good written and oral communication skills
  • 15. show good independent study skills
  • 16. reflect upon lessons learned

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Contact hours18Weekly two hour workshop/inquiry session (except during field work)

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Present to a select group of students – the importance of stepping up to make a change in this world10 minutes1,11,14Verbal feedback from peers and tutor
Brief individual report "reflections on the field work"750 words 1-2, 6-7, 13-16Written feedback from peers coordinated by tutor

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Personal development portfolio351,250 words (excluding appendices)9-12, 14-16Written and verbal feedback from tutor
Produce an integrative critical paper on “What is the change you can make in the world and what will be your resources and challenges".652,000 words1-8,14-16Written feedback from academic tutor
Written feedback from academic tutor

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Personal portfolio (35%)Personal portfolio (35%)9-12, 14-166 weeks
Critical paper (65%)Critical paper (65%)1-8,14-166 weeks

Syllabus plan

Section 1: Be the change you want to see in the world
Practical workshops
a. Setting and monitoring personal goals
b. Using and reflecting upon self-awareness tools
c. Seeking, obtaining and reflecting upon peer-evaluation

Section 2: Exploring and understanding change agents in action
Critical enquiry sessions on “resources, challenges and impact of change agents”
a. In organisations
b. In the community
c. In the system

Section 3: Planning, implementing and reflecting upon a change initiative
Three weeks of field work (in groups)

Indicative learning resources - Basic reading

H. Gardner (Ed.), Responsibility at work: How leading professionals act (or don’t act) responsibly. San Francisco: Jossey-Bass.

Colby, A., and Damon, W. (1992) Some do care. New York: Free  Press.

Clydesdale, T. (2007) The first year out: Understanding American teens after high school. In publication.

Damon, W. (2008) The path to purpose: Helping our children find the calling in life. New York: The Free Press.

Gardener, H. (2007) The Ethical Mind: Harvard Business  Review

May, L. (1992) Sharing Responsibility

Wheatley, M (2007) Leadership in uncertain times.

Plus a range of contemporary academic and professional journal  articles.

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