15618 Leadership for Public Good
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 15604 Local Government Principles and Practice OR 49460 Local Government Management Principles and Practice 1 OR 15608 Organising and Managing in Local Government OR 49277 Corporate Planning and Management
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
The subject introduces students to a range of public management leadership perspectives and paradigms to help develop the critical thinking and contextual knowledge that builds leadership acumen. The content has been designed to be practitioner focused and is underpinned by historical and contemporary leadership theory and stimulus. Drawing from recent literature, thought leadership opinion pieces, sector frameworks and existing case studies, the subject introduces a range of stimulus for professionals to review perspectives and experiences of public sector leadership and apply this to their own context.
The subject draws on the lens of contemporary local government leadership thinking and practice to help students understand how leadership for public good can be interpreted and enacted in many different ways. Through the online lectures, workshops and peers discussions, the subject explores the case for building leadership capability across local government and the wider public sector given the unique challenges, pressures and influences of working for the public good. Topic areas are examined through the specific lens of leadership and include working politically; contextual influences; indigenous wisdom; change and reform; 'public value' creation; ethics and the public interest; workforce equity and diversity; place and communities; working adaptively; systems thinking; intergovernmental
relationships; and innovation.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Examine leadership paradigms and frameworks to track and understand how public sector leadership has evolved. |
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| 2. | Demonstrate an appreciation of contemporary contexts for the sector that influence the need for building leadership capability, including the ability regarding leadership in relation to 'public value' creation. |
| 3. | Understand the types and styles of leadership practices that respond effectively to the pressures and demands of working in the local government sector that is relevant and impactful for councils and communities and be able to relate this government level example to wider public sector contexts. |
| 4. | Relate their acquired knowledge of issues and pressures relating to leadership in the public sector to their own organizational and professional role context. |
| 5. | Enhance their leadership acumen and skills through strategic thinking, presentations, trailing new approaches and action research. |
| 6. | Identify ways to build new learning into continuing professional development pathways and goals. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Consider issues with an attitude that is open, ethical and fosters cultural competence across diversity. (A.1)
- Assume a convincing role in identifying and addressing issues in local government. (A.2)
- Synthesise and deliver well-informed, engaging and effective written and oral presentations, including the use of online platforms. (C.2)
- Collaborate effectively within teams, including exercising leadership skills. (C.3)
- Question, challenge and develop new perspectives on current local domestic and international practice relevant to local government. (I.1)
- Develop innovative approaches to local governance, management and/or leadership practices. (I.2)
- Apply understandings of contemporary theories of governance, management and/or leadership to local government and adjacent organisations, including Indigenous perspectives and organisations. (P.1)
- Undertake applied research to inform governance, management and/or leadership practice. (R.1)
Teaching and learning strategies
The subject incorporates a range of teaching and learning strategies that align with the UTS Learning Futures focus on practice oriented education where university learning offers recognition and intellectual extension of learning in practice;
Practice examples
- Topics throughout the course draw on case study examples and hypotheticals relating to specific content areas
- Simulation exercises included in sessions that relate to specific content areas that test students responses to leadership challenges
Self-directed learning
- Based on a flipped learning approach, students complete a pre-subject task using Canvas as a forum for discussion
- Students engage in reflective learning by journaling their responses to reflective question prompts for sessions 1-5.
- Independent student reading using resources provided
- Completion of Essay and presentation research
Action research
- Students engage with action research on a work related leadership challenge
Structured presentations and activities
- Presentations from UTS staff expert in thought leadership and theory
- Online discussion of readings, themes and experiences
Application of theory to practice
- Student research a live leadership case study in their workplace using a theoretical lens introduced in the course that is presented back online
- Guided practice of tools and techniques
- Application of principles and practice theory to own work situations through the writing of a summary document and essay
Peer and collaborative learning
- Group reflection of different experiences and understanding of leadership
- Reverse mentoring between participants using online coaching questions
- Peer feedback on action research and presentations
- Virtual group work in preparation for group presentation
Content (topics)
During the course of the structured teaching/learning experiences, students address the following themes and issues that relate to leadership in a local government context. There are four modules in each session that are studied online using Canvas as the online learning guide
Session 1 (Modules 1-4)
The context for Leadership: Session 1 discusses the principles of working in the wider public service including the popularity of leadership as a topic for professionals to consider and learn, and connecting to the purpose or "the why" of opting to lead well for public good. The current contextual issues that impact the sector and organisations are discussed and we explore what this means in terms of challenges and opportunities for leadership. Previous leadership trends and paradigms that have influenced public leadership practice will be reviewed, including questioning the current and future paradigms that are impacting public sector organisations today. Students draw on pre-course readings to frame a selection of principles for 'public leadership' and begin to examine and compare their own contexts.
Session 2 (Modules 5-8)
The Leadership environment: politics & place: The ability to lead in a political environment and adopt a place focused perspective are a unique aspect of working in more local government environments as sector professionals navigate the needs of diverse citizens and councillor perspectives to deliver community oriented outcomes for their local area. The role of political leadership in theory and practice is discussed to help build political awareness and competence. A key role for local leaders is shaping places and examples of governance and place based leadership models are reviewed to further understand styles of leadership that are facilitative, collaborative, locally focused and that incorporate indigenous contexts. The concept of 'public value' is introduced as a useful frame for public leadership strategy.
Session 3 (Modules 9-12)
Developing Leadership capability: During session 3, different examples of leadership development pathways and capability frameworks are discussed and evaluated. We will review key approaches that have informed leadership debate and thinking over the past century, drawing out key areas to build understanding of what influences the way we lead using ideas from trait theory, managerial and behavioural styles, situational leadership, emotional intelligence and self-awareness. Students have the opportunity to practice tools for progressing their own leadership thinking and practice drawn from ethical and adaptive leadership models, and working collaboratively and inclusively.
Session 4 (Modules 13-16)
Leadership Challenges in Practice: Students present their findings on a live leadership case study applicable to their own context. Ideas on how to best present a case study are discussed, with opportunities to practice how to engage and influence audiences such as senior managers, staff, stakeholders, elected members and communities. Ideas on building personal confidence when presenting on the challenges and opportunities of leadership issues are shared and evaluated. Applying a combined perspective of personal, organisational and place values is considered. We will hear from a guest presenter who will present on their leadership experience and insights.
Session 5 (Modules 17-20)
Leadership Trends: Session 5 focuses on the pathways where ideas from leadership studies are integrated into practice. Recent leadership papers and thinking are reviewed alongside current trends in leadership practice and recent national and international research. This helps us to build a picture for the possibilities for the future for leaders in the local government sector using different lenses of digital futures, workforce and skills data, gender equity, indigenous leadership, wellbeing and resilience, changing communities, disruptive innovation and agile professional ways of working. Adopting a digital mindset and strategy will also be explored during this session as new technologies play an increasing role in servicing more digitally literate citizens and providing more efficient methods of delivery. This informs the concluding collective learning from the subject overall. Students will set individual goals and objectives for their continuing leadership development, using the application of new knowledge and skills gained in this subject as relevant to their own role and council.
Assessment
Assessment task 1: Case Study Research and Presentation
| Intent: | Summary and presentation of individual research and insights on a current case study applicable to the public sector. | ||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 3, 4 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2, I.1 and R.1 | ||||||||||||||||
| Type: | Case study | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 40% | ||||||||||||||||
| Criteria: | The student demonstrates evidence of having prepared for the presentation, communicates clearly and effectively, makes good use of the time and methods, and is able to synthesise findings and articulate ideas on a useful leadership case study for their sector/organisation. | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Participation and Groupwork
| Intent: | Group work and preparation of collective leadership learning drawing on completed online activities, forum discussions and reflections. | ||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 3, 4 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1, C.3 and I.2 | ||||||||||||||||
| Type: | Reflection | ||||||||||||||||
| Groupwork: | Group, group assessed | ||||||||||||||||
| Weight: | 20% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Leadership Essay
| Intent: | An essay that evaluates leadership for the public good through the application of course content, readings and capabilities to professional practice. | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2 and 3 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.2, I.1 and P.1 | ||||||||||||||||
| Type: | Essay | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 40% | ||||||||||||||||
| Length: | 3,000 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must meet attendance requirements and obtain at least 50% of the total marks.
Required texts
There are no textbooks for this subject. Canvas includes an overview of the subject, summaries of each module and a guide to readings.