TRINITY BUSINESS

A Department Of The

SCHOOL OF COMMUNICATION, BUSINESS AND LAW

MBA/MBE 7002: LEADERSHIP &

PROFESSIONAL DEVELOPMENT

Richard Long, Red Slate Line 1986. Photo: Ian McGregor Brown© 2017

Semester 1 2020-21
Welcome to Leadership & Professional Development
Delivery by …

Ian McGregor Brown call me Ian. I am a member of the Trinity Business team with over
twenty years’ experience in higher education following careers in retail, hospitality and leisure
sectors. I have delivered this module for the last two years and this year I am thrilled and
excited to be joined by Leon Consearo as the module moves to being ‘team taught’. This is
the first time that I have team taught at LTU but I have substantial prior experience of this at
Bangor University, Leeds Becket University and University of Leeds and have always found
the dynamics provided and the opportunity for learners enhanced through access to different
perspectives from the different tutors. I look forward to getting to know you and hope that
you will find my contributions and approaches helpful and supportive, if not please let me
know!

Leon Consearo INTRO TO BE ADDED

On this module you will…

Engage in lectures, discussions and activities designed to explore what we mean by

leadership and consider a range of leadership models, theories and concepts. You will
reflect upon your strengths in leadership and those areas that would benefit from particular
attention for professional development; how best to project your leadership credentials to
others and consider some associated aspects of leading successfully, such as leading
change.

Once you have done this module you will be able to…

 Critically review a range of leadership models, theories and concepts and evaluate
their effectiveness.
 Demonstrate awareness of their leadership development needs and formulate a plan
to address these.
 Analyse drivers of change that impact on individuals and their organisation.
 Examine and discuss the impetus for new ways of working across infrastructure,
processes, people and culture and sustainability in own organisation.

It connects with the rest of your MBA/E programme/Senior Leader Degree

Apprenticeship….

Leadership and professional development is essential to the successful operation of any

organisation and directly links with all other MBA/E /SLDA modules whether this be strategy,
marketing, supply chain, HRM, finance or project management – the need for leadership is
essential.

Due to the changed circumstances in which we are operating, we hope that our
technological skills will be sufficient to enable an enjoyable approach to the module delivery.
If circumstances permit, we may be able to meet face-to-face at some point. Regardless as
to mode of delivery we truly appreciate both constructive criticism and positive
feedback alike and you should be comfortable to provide this as we proceed, not just in
the final module evaluation questionnaire!

Ian & Leon

 MODULE GUIDE
1. Module Code and Title:
MBA/MBE 7002, Leadership and Professional Development
2. Where and When
Leeds Trinity University – Fridays, 09:00-18:00:
Delivery will be provided online and will utilise Synchronous (live) and Asynchronous (pre-recorded
presentations/activities) approaches. You should make yourself available to engage in the online
learning for full days on:
Day 1 TBC
Day 2 TBC
Day 3 TBC.
3. Module Leaders:
Ian McGregor Brown, MA, SFHEA, MCIM
Leon Consearo
4. Module Leader Contact Details & Availability:
Ian McGregor Brown
Office: Concorde C9.
Phone: 0113 283 7100 ext. 691
Email: [email protected]
Office hours: My working days are Tues-Thu. Office hours vary but for the MBA/MBE/SLDA students
I have scheduled Wednesdays between 14:00-16:00 for online Skype for Business/Microsoft Teams
‘drop-in’ availability. Can I please ask you to advise in advance if you want such a drop-in in order to
allow me to coordinate times.
Leon Consearo
Office: TBC
Phone: TBC
E-mail: [email protected]
Office Hours: INSERT
5. Module Team Tutors / Contact Details:
Ian McGregor Brown/Leon Consearo - contact details above.
6. Learning Outcomes and Summary of Content

Learning outcomes
Number On successful completion of the module, students will be able to:
Critically review a range of leadership models, theories and concepts and evaluate
1
their effectiveness.
Demonstrate awareness of their leadership development needs and formulate a
2
plan to address these.
3 Analyse drivers of change that impact on individuals and their organisation.
Examine and discuss the impetus for new ways of working across infrastructure,
4
processes, people and culture and sustainability in own organisation.

The module will enable you to consider theoretical perspectives on learning that can inform your
deliberate approach to personal self-directed development including the ability to critically reflect on
personal experiences and articulate the learning from these experiences. Individual reflection will be
developed to enable consideration of your own personal leadership potential, drawing on a range of
exercises to evaluate your own style/s and approaches, your leadership journey and development
needs.

3
Based on a professional development model, you will develop your leadership style and be able to
justify its theoretical base, as well as show how ongoing professional development can continually
enhance your skills.

You will develop critical consideration of traditional approaches to leadership, such as trait,
behavioural, situational and process theories. Wide-ranging consideration of new approaches, which
conceptualise leadership as separate from authority and management, such as Shared/Distributed
Leadership, Servant Leadership, VUCA, Narrative Leadership and Critical Leadership. A critical
analysis of ethical and values based leadership and principles of corporate social responsibility which
underpins organisational strategy will be expected.

This consideration of leadership will also draw on the concepts of change drivers, change
management and the supporting evidence required to inform change initiatives.

7. Breakdown of Sessions

Date ETD Lecture/Content DRAFT – TO BE COMPLETED

Day 1 TBC LIVE/Synchronous: Introduction to tutors and to the module

Lecture 1: How we learn and develop and the importance to

leadership.

Activity: TBC???

Break

Lecture 2: Developing Reflective Practice – core critical to leadership.

Activity: Freefall writing exercise

Lecture 3: Management or Leadership?

Activity: Group discussion on concepts so far and prepare brief bullet

point statements on understanding and post onto ‘forum’ on Moodle.

LIVE/Synchronous: Tutor feedback and clarifications based on bullet

statements submitted.

Lecture 4: Drivers for Change and System Considerations

Activity: TBC????

LIVE/Synchronous: SMART(ER) and Assessment Guidance and

Expectations

Lunch Break

Directed student activity/readings [TBC 1.Read Zacarro. 2.Complete

Leadership Styles Questionnaire. 3.Read Bass]

LIVE Synchronous: Individual one-to-one tutorials via Microsoft

Teams as per advised schedule on Moodle

Day 2 TBC LIVE/Synchronous: Check in with regard to first session guided

activities and readings.

4
 Lecture 5: Values in Leadership

Activity: Complete Values Exercise

Break

Lecture 6: What is leadership? Long standing leadership

models/theories: e.g. Great Man, Trait, Behavioural and Situational.

Activity: Complete MBTI questionnaire

Lecture 7: Transactional vs. Transformational leadership – Bass

Activity: TBC???

Lecture 8: The Leadership Challenge (Kouzes and Posner) with

Authenticity

Activity: Use handout to consider own development needs in

Leadership Challenge

Lunch Break

Directed student activity/readings [1. Develop own ‘values statement’.

2. Reflect on MBTI outcomes, how might this inform your
understanding of values and your own development needs. 3. Adjust
your SMART(ER) plan to encompass changes in thinking. 4 Read
Kouzes and Posner Introduction]

LIVE/Synchronous: Individual one-to-one tutorials via Microsoft

Teams as per advised schedule on Moodle

Day 3 TBC LIVE/Synchronous: Check in with regard to second day session

guided activities and readings.

Lecture 9: Critical Leadership – Heneberry et. Al

Activity: Discussion through Teams about Critical Leadership and how

this might be utilised in personal leadership development.

Break

Lecture 10: Narrative Leadership – Denning and Mead

Activity: Sharing stories of leadership with one another via Teams.

Lecture 11: Learning Leadership – Kouzes and Posner

Activity: Drafting potential finalised Personal Development Plan

Lunch Break

Directed student activity/readings 1. [Create your ‘River of Life’.

2.Read Mead Section 3. 3.Read Kouzes and Posner Part VII]

5
 LIVE/Synchronous: Individual one-to-one tutorials via Microsoft
Teams as per advised schedule on Moodle

NB. The schedule may be adjusted to reflect the nature of leadership in a changing world, thereby
taking advantage of opportunities, world events and so on.
8. Assessment and Deadlines
Assessment
Component form Magnitude Weighting Timing Learning
(eg. Essay or Online test) (eg. 2,000 words and/or (Which semester and Outcomes
Each must be entered in a separate row or 2 hours) approximate timing
and be easily classifiable into one of the Pass/Fail within it, eg. mid- / assessed
three categories of Written exams, end) (eg. 1, 2)
Coursework and Practical exams.
A portfolio and / or work Equivalent to 100% 11 December 1, 2, 3, 4
artefact(s) and critical 4,000 words 2020
reflective commentary

Time will be given to explaining assessment requirements within both synchronous and
asynchronous sessions and this allowing discussion and questions such that all learners leave the
third day clear in expectations. Brief guidance is provided below.

The assessment for this module should signal the need for deployment of concise writing that can
convey substantial understanding in few words. All usual academic conventions should be observed

For traditional MBA students (none apprentices) it is envisaged that you will present a 4,000 word
portfolio that demonstrates coverage of the learning outcomes and your understanding against these.

For MBE students (apprentices) you may take a similar approach, however the option to utilise
work artefacts, created by yourself, that relate to the learning outcomes and can offer evidence of
your understanding and practice of these accompanied by a critical reflective commentary is
acceptable. Naturally, these artefacts might also be used in other contexts elsewhere in the
programme and therefore as well as including for assessment on the MBE, you might also wish to
upload these to your e-portfolio.

Late Submission
Where there is no agreed request for an extension, a deduction of 5 marks will be made for
assignments which are submitted in the 24-hour period immediately after the deadline. This means
that work submitted one minute after the submission time will lose 5 marks. Subsequent deductions
of 5 marks will be made for assignments submitted during subsequent 24-hour periods (not including
non-working days), down to a mark of 40% for work of a pass standard (50% for Level 7 modules)
and 0% for work of a fail standard. Work submitted more than 5 working days after the deadline will
not be marked and a mark of zero will be returned.

Plagiarism is a form of cheating which involves presenting another person’s ideas or expressions
without acknowledging the source. The penalties for this are severe. Extensive and repeated
instances can result in your removal from the degree programme. It is therefore very important that
you understand how to avoid being accused of plagiarism. Any work submitted for assessment must,
unless collaborative work has been specifically permitted in the assignment guidelines, be your own
work. Any material used, from whatever source, must be clearly acknowledged. Any words that are
not your own should be shown as quotes and their author and publication details given. Where you
paraphrase the words of another you should make this clear and give details of where you found this
material. You should make use of the referencing guidelines on the Library website and complete the
online plagiarism tutorial to ensure that you are providing such details correctly
https://lib.leedstrinity.ac.uk/iguana/www.main.cls?surl=Referencing Doing so will gain you marks for
showing evidence of research and ability to reference. Not doing so could lead to accusations of

6
 plagiarism. You can also use Turnitin in advance of the deadline to enable you to check for elements
of plagiarism in your work and then correct these.

9. Assessment Criteria
The following
Exceptionaloutlines the criteria that your reports will be judged against:
Criterion: Distinction Distinction Merit 60- Pass Fail Sign
100, 95, 85 75 68, 65, 62 58, 55, 52 48, 45, 42 35,
Knowledge
Exceptional and
and Understanding:
Comprehensive, in Wide-ranging and Broad understanding of Limited Little or no understand
The best marks
nuanced understanding will be awarded
depth to those
and evaluative students
detailed that display
understanding. a polished
key concepts and comprehensive
and issues. understanding of grasp
issues. Little or no enga
Disciplinary
key concepts and
Knowledge & of the subject matter. They will have included elements from each of the weeks of the module in orderin the dis
of departments at the understanding, Engagement with Some engagement with with debates
forefront of the including engagement recent developments in recent developments in issues. Insufficient erroneous understandi
Understanding todiscipline.
create Astute
a cohesive
and overview
with recent of the issue the discipline. the discipline. Some engagement with
authoritative approach
developments in the Awareness of awareness of complexity debates. Little
to complexity. discipline. Informed and complexity of the of the discipline. awareness of
Structure and Argument: complexity of the
confident approach to discipline.
The highest marks will be awarded to
complexity. those students that have established an discipline.
overarching
argument
to their work. This would be represented in having a clear strategic position using a synthesis of
Research Outstanding and Purposeful and Purposeful and wide Relevant use of primary Insufficient or Irrelevant or out of dat
techniques discussedsystematic
purposeful systematic in the use
module.
of Creativity and
ranging use of coherency
primary of argument willinappropriate
and secondary sources.
be rewarded. secondary sources. No
use of primary and primary and and secondary sources. Some evidence of selection of thought. No justificatio
secondary sources. secondary sources. Evidence of independent independent thought. primary and approaches, or failure t
Analysis
Sustained and Conclusions:
Independent thought thought and Justified use of secondary methodology.
Originality, a deep analysis,
independent thought, and criticality
and methodological will be rewarded.methodological
methodological sources. Little
innovative and sophistication. sophistication. approaches. evidence of
methodological independent
Sources and Evidence:
sophistication. thought. Limited
There are a number of sources mentioned in the reading list above. In additionjustification
to theseforthere will be
methodological
further materials posted to Moodle. Students are encouraged to include a range of sources that they
approaches.
themselves have researched from the library and other academic sources. Due to the nature of the
Application and
debate around Leadership,
Extensive, selective and
case studies
Thorough, selective
and sources drawn
Focused, selective and
from reliable publicly
Some selection and
accessible Poor
Insufficient
sources
selection of evide
evaluation (such as use
evaluative government
of and
and bonause
evaluative fide
of organisational
evaluative use of reports) evaluation
will be inviewed
the use offavourably.
selection andAny company
evaluation. Little or no
(that is real!)
evidence. Rigorousshould
and be researched
evidence. Careful and withevidence.
an element
Careful of objectivity
evidence.and
Some their publicly
attention available
evaluation in the materials
evidence to impact on
sustained application of sustained application attention to the to the application of use of evidence.
referenced.
research evidence to of research evidence to application of research evidence to Little application
impact on practice. impact on practice. research evidence to impact on practice. of research
Non academic, non-peer reviewed, blogimpact on practice.
or web sources should be treated withevidence
extreme to
caution and
impact on
their usage is not recommended. practice.

Use of referenced sources is of course encouraged (to demonstrate your capacity to research, and
then communicate your knowledge). However, arguments should be your own, and where they chime
with sources, should be critically positioned and objectively reasoned.

Harvard referencing is required throughout.

Written Style and Clarity:

Professional presentation with clear writing style. Confident statements with the appropriate caveats.
Excellent grammatical presentation will be required to achieve the highest marks.

7
11. Making Use of Feedback
Probably the most important feedback you will get is formative feedback which tutors give you
before you submit your assignments. This will happen during your timetabled sessions and/or
tutors’ office hours. During such sessions, tutors will be able to answer questions about your work
and provide guidance as to how you can improve it before submission.

Tutors will read essay plans/presentation outlines/etc. and give guidance on approach and
content. They will not read full drafts of essays/presentations/etc. at these sessions and comment
on them as there is not time to do this.

Where you want to take a draft of an essay/etc. to discuss with a tutor, you will be expected to
have identified areas of it which you think are weaker or where you think you might have some
level of misunderstanding. These areas you have identified will form the basis of the discussion.

Tutors will also only read part of the work, e.g. the first page of an essay, in such sessions to give
you general guidance on your approach and writing style. Again, you will be told if you are making
spelling and grammar errors but tutors will not identify all the corrections you need to make - you
must carefully proof read yourself (or find a critical friend with good proof reading skills!).

Please do not email drafts of work to tutors and expect feedback by return. Feedback is given in
online video/telephone meetings. You get the most out of feedback when you engage in one-to-
one or group discussion. Do not leave such conversations until the last minute and do not expect
to be able to arrange such a meeting with your tutor at less than a week’s notice. If such a meeting
has been arranged the tutor may suggest that material is emailed to her/him beforehand.

You should also remember that alongside the help you are able to access from academic tutors,
you can also book appointments to get sections of drafts of your work looked at by the Learning
Hub (see Section 13 below). They can also help with time management and a range of other
useful academic skills.

It is Leeds Trinity University policy that all students receive feedback and a mark on a piece of
work within 20 working days of it being submitted. Please remember that weekends, Bank
Holidays and the closure period over Christmas and New Year are not working days.

Summative feedback and a provisional mark for this module should be available on or before
Thursday 21st January 2021. Any mark you receive for assessed work will have formal feedback
with it. This will help to explain your mark and give you suggestions as to how you can improve
next time (feedforward). You should download your marked work along with the feedback as soon
as possible after these dates. Using this as part of a discussion with your Progress Tutor and the
module tutor will greatly increase your understanding of where you can make improvements in
your work.

12. Resources
You are not expected to purchase a set text, however the book noted below, Critical Leadership,
by Heneberry, Turner and Pardey is currently not available via the Universities library suppliers as
an ebook and therefore you may wish to purchase a copy via Amazon who do offer both a hard
text and a ‘Kindle’ version.

Books:
We do not set core texts for this module, however the following publications are ones that inform
our thinking and practice in the delivery of the module and therefore would enable you to dig
deeper behind some of the ideas that we might convey. We also believe they offer a solid and
reliable backbone of understanding for the subjects under consideration.
Heneberry, P; Turner, A and Pardey, D (2019) Critical Leadership, How we learn to be better
leaders. Wells, Davidpardey.com (not available via LTU in ebook format, see note above)
Kouzes, J M and Posner, B Z (2016) Learning Leadership, The Five Fundamentals of Becoming
an Exemplary Leader. San Francisco, Wiley (ebook).
Mead, G (2014) Telling the story: the heart and soul of leadership. San Francisco, Jossey-Bass
(ebook)
Miller, D and Proctor, A (2016) Enterprise Change Management, London, Kogan Page
Pardey, D (2016) Introducing Leadership 2nd Edition, Abingdon, Routledge, (ebook).

It is recommended that you read widely on the subjects being covered and we personally believe it
best to find the books that work for you, i.e. ones that you find accessible and meeting your own
individual learning style. In order to offer some thoughts in respect of useful books and journals
available via the Andrew Kean Learning Centre we offer the following:

Collins, J (2001) Good to great. London: Random House Business.

Helyer, R. (2015) The work-based student learning handbook, 2nd Ed. London: Palgrave.
Iszatt-White, M. and Saunders, C. (2017) Leadership 2nd Ed. Oxford: Oxford University Press.
Kempster, S. et al. (2017) Field guide to leadership development, Cheltenham: Edward Elgar
Publishing.
Kouzes, J. & Posner, B. (2012) The leadership challenge, 5th Ed. London: Jossey-Bass.
Oshry, B. (2007). Seeing systems, unlocking the mysteries of organizational life [E-Book], San
Francisco: Berret-Koehler.
Standing, G. (2017), The corruption of capitalism: why rentiers thrive and work does not pay,
London: Biteback.

Journals:
Harvard Business Review
Journal of Leadership Studies
Journal of Business Ethics
Leadership Quarterly

Ayman, R. & Korabik, K. (2010) Leadership: Why gender and culture matter, American
Psychologist, Vol 65 (3), Apr 2010, pp. 157-170
Bass, B. (1990) From Transactional to Transformational Leadership: Learning to Share the
Vision, Organizational Dynamics; Winter 90, Vol. 18 Issue 3, p19-31
Bawany, S (2016) Leading in a VUCA Business Environment, Leadership Excellence Essentials:
Vol. 33 Issue 7, p39-40
Billington, M & Ellersgaard, B (2017) Unleashing Disruptive Leadership – Teaching Carpe Diem!,
Business Education Innovation Journal: Vol. 9 Issue 1, p133-138
DeRue, D.S. & Ashford, S.J. (2010) Who will Lead and Who will Follow? A Social Process of
Leadership Identity Construction in Organizations, Academy of Management Review 35 (4): 627-
647
Horney, N.; Pasmore, B & O’Shea, T. (2010) Leadership Agility: A Business Imperative for a
VUCA World, People & Strategy: Vol. 33 Issue 4, p32-38
Sinclair, A. (2009) Seducing Leadership: Stories of Leadership Development, Gender, Work &
Organisation Vol 16, No. 2, pp. 266-283

Useful websites:
Businessballs - http://www.businessballs.com/
TED presentations - https://www.ted.com/topics/leadership

Any specific reading, articles and videos expected to be read/viewed will be available on/linked to
via Moodle.
13. Academic Support
We are your delivery tutors for this module. This does not mean that we are only available in
sessions and to deliver/guide you through content but also to offer advice, support and explanation
of assessment feedback.

Ian works part-time for the University (Tuesday-Thursday each week) whereas Leon is full-time. As
with all lecturers we have an allocated work-load that means we have regular commitments during
the working week. As such, the best means of contacting us is via e-mail as we will respond as
rapidly as we can. You may request us to Microsoft Teams/Skype you and we will endeavour to
find a mutually convenient time for this as soon as possible on receipt of such a request.

Alongside tutors the University has considerable resource invested in aiding all learners to
progress and succeed and the following indicates just some of this support:

LIBRARY AND LEARNING RESOURCES

Leeds Trinity’s Library has a great range of online and printed resources for your subject,
and is based in the Andrew Kean Learning Centre (AKLC). The AKLC also has a variety
of group, quiet and silent study environments, networked PCs and laptops for loan, and
facilities for printing, copying, binding and laminating.

For help with using the Library, contact the Learning Centre Helpdesk:
Email: [email protected]
Tel: 0113 2837244

You can also make an

appointment with your Liaison
Librarian, Sarah Cohen if you
would like help and support with
using any aspect of the library
or the resources available.
Sarah is happy to see students
on a 1-2-1 basis or in groups to
help develop research skills and
find information such as books,
electronic books and journal
articles.
 [email protected]
 0113 2837596

The Library Website

The library provides access to electronic books, journals and other information covering a
wide range of subjects. You can easily access these from the Library Website.
Access on-campus:
 Either select the ‘Library’ tile from myLTU
 Or type the following into your browser: https://lib.leedstrinity.ac.uk
 Check your library account, renew your loans and reserve items via the My
Library Account tab.

Access off-campus:
 Go to https://lib.leedstrinity.ac.uk
 Enter your Leeds Trinity network username and password when prompted to do
so
 /leedstrinitylibrary

@ltulibrary1
Learning Hub
This provides academic support to all students at the University, including help with the essay
writing process, revision strategies, time management, critical thinking and help with research
projects and dissertations.

Learning Hub Contact Details:

Call in: our office (AG12A) is next to the South Entrance automatic doors near the cash machine.
Call Us: 0113 283 7168
Text Us: 07785622972
Email Us: [email protected]
Tweet Us: www.twitter.com/LTLearningHub
Facebook Us: www.facebook.com/learninhubatleedstrinity
Skype Us: learninghubleedstrinity

More content focused support can also be accessed through use of your Peer Learning Mentors.
These are upper level students trained to provide support to other students in their departments.

Peer Learning Mentors host drop-in sessions where you can go along and get guidance with your
academic studies, as well as running an online hour where they will reply to any emails sent in to
[email protected]. These session times will be publicised, and if you want to find out about
when your sessions are then you can follow us on Twitter and like us on Facebook.

Peer Learning Mentor Contact Details:

Email Us: [email protected]
Tweet Us: www.twitter.com/PLMLTU
Facebook Us: www.facebook.com/PLMLTU

Careers Service
The Graduate Employment Team offer a range of advisory and information services to students
and graduates up to 3 years after they leave university. These include:
 Student and graduate jobs advertised through our myFuture vacancy service – Log on to
search and apply today via Leeds Trinity myFuture
 Support with application forms/CVs/preparing for interviews
 Careers guidance appointments and term-time drop-ins
 Business start-up and self-employment advice
 Creating a professional LinkedIn profile
 Professional Mentoring Programme where you will be matched with an industry expert to
share their knowledge, experience and skills
 Employer events

We are located on the Student Support corridor (Room AG11 – next to the cash machine) and our
usual opening times are 9am-5pm, weekdays.

Contact the myFuture Team:

Room:                 AG11
Telephone:         0113 283 7151
Email:                 [email protected]  
Web:                   www.leedstrinity.ac.uk/careers
Facebook:          @LTUmyFuture
Twitter:               @LTUmyFuture
 IF IN DOUBT – ASK!

14. Learning and Teaching Strategies

The approach to delivery is one of introducing theoretical underpinning to leadership and
developments in the study of leadership; group discussion around these theories and concepts
and activities designed to assist in understanding relevance and applicability of theory to practice.

15. Action taken/Changes made in response to student feedback

This is the first time this module has been delivered with these specific learning outcomes and in
this delivery format and therefore the feedback provided by prior students to the similar and
equivalent module have been considered.

Feedback was generally positive for the prior module but there were some concerns about the
volume of learning content experienced being too substantial. Naturally, a Masters programme
does expect considerable self-study and therefore you will be expected to put in considerable
personal research and reading to meet the requirements. However, the module has been
amended and two prior learning outcomes have been removed and therefore reduced the width of
materials expected to be covered.

There were also concerns about the lack of availability that the tutor had outside formal taught
sessions. This was a necessary problem due to the volume of work that Ian undertook on Degree
Apprenticeships last year. Ian has this year endeavoured (there may be occasion when Degree
Apprenticeship issues impact) to ‘ring-fence’ the office hour times for students on this module
(Wednesday PM, 14.00-16.00) as a means to provide greater clarity and certainty in this respect.

We encourage you to provide feedback face-to-face as we proceed and at any point during the
operation of the module rather than waiting for the formal module evaluation questionnaire (good
for next year’s cohort but not for you!). It is important for us to know about what is working well/not
working in order that this can be considered immediately, and actions taken if appropriate.

If you do not feel confident in raising issues with us, which we hope you will, do please provide
feedback to Denis Kobzev, Programme Leader for the MBA ([email protected]).