- Class Number 3986
- Term Code 2930
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Prof Giles Hirst
- Prof Giles Hirst
- Class Dates
- Class Start Date 25/02/2019
- Class End Date 31/05/2019
- Census Date 31/03/2019
- Last Date to Enrol 04/03/2019
- Jonathan Tjandra
The course aims at giving ANU student who have demonstrated or shown potential as leaders and/or influencers a wide understanding of styles of leadership and influence. In line with the interdisciplinary and peer-learning ethos of Vice-Chancellor's courses students will be exposed to the varying perspectives different disciplines and individuals have on leadership and influence. VCUG2002 aims to bring students together early in their degree and use peer learning strategies to allow students to share their varying experiences and perspectives on leadership.
Upon successful completion, students will have the knowledge and skills to:
By the end of this course you will be able to:
- Evaluate different disciplinary and cultural models of leadership and influence
- Demonstrate high level skills in working in teams and facilitate learning in and provide feedback to others
- Communicate effectively in oral and written forms and be able to quickly sum up key issues emerging from discussions/meetings
- Formulate a clear personal set of values about leadership and models of leadership
- Analyse your learning processes and reflect on, plan and resource your learning
- Apply a wide repertoire of leadership skills in a range of contexts including formal and informal settings and face to face and online environments
This course involves students in multi-disciplinary research including (1) different fields that relate to leadership and influence, (2) conducting their own analysis and research on specific topic areas corresponding to panels they are facilitating and (3) engaging in research, data collection and analysis to provide the empirical evidence and case to understand how to enhance the ANU student experience.
There are no field trips for this course
Additional Course Costs
There are no additional costs for this course
Examination Material or equipment
There are no examinations in this course
Course resources will be advised on Wattle.
Course resources will be advised on Wattle.
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Week 1: Introduction||In the first week there are no tutorials or workshops, but please make sure you come to the Thursday panel (6-8pm) as it will provide a key introduction to the whole course. Leadership is one of the most talked about and most misunderstood areas of social life. We cry out for it, expect others to do it, get drawn to it ourselves yet have highly contested views about what leadership actually is. This session describes why looking at leadership more analytically as well as learning from leaders of many different walks of life is important in developing a greater understanding one’s own leadership values, and beliefs.|
|2||Week 2: What can you do for ANU students?||This week covers understanding and describing your role as a leader building ones own and other's capacity. Leadership involves making interventions in a system (such as a group, organisation, institution, social circle, company, community, society) to help it make progress. How do you effectively diagnose what kind of challenge the system is facing, devise interventions that will help the group move forward, and lead a process of change and transformation?|
|3||Week 3: Creating successful teams||Leading and teams, it’s not always as it appears. This is a highly interactive session where you will learn about working effectively within teams, how they work, how you work in them and will greatly assist you in your group project. Due: Tutorial facilitation|
|4||Week 4: Managing diversity-gender||This panel examines the question of gender equity in the workplace and society more broadly. We cover some of the complex and challenging issues women face in business and the workplace such as pay parity, board diversity and expectations around women and leadership. This discussion will cover solutions such as affirmative action, quotas and building not just gender equity but also diversity more broadly as a source of community vibrancy and competitive advantage for organizations. Due: Tutorial facilitation|
|5||Week 5: Politics - values & beliefs||Politics is the place many of us go to “make a difference”, whether it be joining a political party, getting elected to a representative position, joining an NGO or mobilising our friends in a grassroots movement to create change. What kind of leadership and influence can we exercise on our political system? How has the capacity of ordinary people to shape political change evolved over time with the rise of online organising, the 24-hour news cycle and a new generation of politicized young people? Due: Assessment 1 Personal Reflections March 29th Due: Tutorial facilitation|
|6||Week 6: Corporate leadership||It is often said that companies are more responsive to their customers than politicians are to their constituents. Does this mean CEOs are our best leadership role models? This panel will explore the leadership lessons of people who’ve successfully exercised leadership and influence in the business world. We’ll also ask what meaningful leadership means in the corporate space: is it about more than just making money? Due: Tutorial facilitation|
|7||Week 7: VC TEST PITCH||In this week students deliver a dry-run and test presentation to recently retired Pro Vice-Chancellor Richard Baker. This provides the opportunity to receive feedback, enhance presentations and refine key issues for the final presentation to the Vice-Chancellor. Due: Tutorial facilitation|
|8||Week 8: Change & influence||The purpose of leadership is always and unashamedly about the creation and maintenance of a better world. This requires leaders to be an effective agent of change. Change agents do not come in one package and are from very different walks of life, influencing change through many different mechanisms of social, community engagement, social media, influence groups and organizations. Due: Tutorial facilitation|
|9||Week 9: Climate Change||“Unless we take action on climate change, future generations will be roasted, toasted, fried and grilled,” said Christine Lagarde, managing director of the International Monetary Fund. So what happens when those in positions of authority fail to act in the best interests of the citizens they are supposed to be protecting? Climate change threatens our food security, health, infrastructure and way of life –yet the responses so far have not come close to what scientists say is required. This panel will explore what kind of leadership interventions are being made in our economy, society and politics to attempt to deal with climate change. Due: Tutorial facilitation|
|10||Week 10: Indigenous leadership||Leadership has meant different things throughout history and across cultures. This panel will explore whether today’s mainstream notions of “leadership” ignore the vital perspectives of Aboriginal and Torres Strait Islander Australians. We’ll look at whether there are distinctive leadership approaches within these communities. Due: Tutorial facilitation|
|11||Week 11: VC Presentation-Thursday||This week is the culmination of the course where students present to the Vice-Chancellor on how to enhance the ANU student experience.|
|12||Week 12: Culmination and completion||Activities to be confirmed. Due: Learning Portfolio Stage 2, Friday 12pm Due: Oral Presentation, in tutorial Due: Group Project Brief, TBC|
Instructions on how to enrol in tutorials will be available on the Wattle
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Tutorial facilitation||20 %||13/03/2019||31/05/2019||1,2,3,6|
|Learning portfolio: stage one||20 %||29/03/2019||18/04/2019||4,5,6|
|Learning portfolio: stage two||30 %||31/05/2019||04/07/2019||4,5,6|
|Oral presentation||10 %||29/05/2019||18/06/2019||2,3,4,6|
|Group Project Brief||20 %||23/05/2019||04/07/2019||1,4,6|
PoliciesANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
Assessment RequirementsThe ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of AssessmentMarks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Participation is expected in all classes and assessment
There are no examinations for this course
Assessment Task 1
Learning Outcomes: 1,2,3,6
A key part of the course is facilitating a tutorial and attendance is required at all tutorials. Facilitation is not simply leading a discussion, but a series of tasks that are designed to help you learn and make your facilitation rewarding. You have strictly between 60 and 75 minutes to run your tutorial.
Learning outcomes: 1,2,3,6
Marking criteria will be available on Wattle. A detailed description and background is also available on Wattle to help you prepare for your tutorials. All students will receive feedback on this assessment by the end of week 6 of semester.
Note: extension for this assessment item is not applicable, and thus won't be approved, as it is assessed on an ongoing basis during course tutorials.
Assessment Task 2
Learning Outcomes: 4,5,6
Learning portfolio: stage one
Assessment Task 2: Learning portfolio (Stage 1)
Details of task: Reflection and the ability to internalise information through connecting your own experiences, thoughts, ideas with concepts, theories and themes from readings, speakers, class discussion and other real world examples or events is a key component of the course. The Learning Portfolio assessment task provides a space for you to reflect on aspects of the course and your own learning process. Drawing on experiential or disciplinary perspectives students are encouraged to pose questions, to put forward ideas, to synthesise themes and to reflect on which parts of the course they found compelling or otherwise and why this might be the case.
50% Learning Outcomes: 4,5,6
Submitted individually Milestones:
Stage 1 Portfolio. 20%
Stage 2 Portfolio. 30%
Feedback will be given after Stage 1 for Stage 2.
Stage One Due Week 5 (20%)
1,000 words (excluding the 300-word piece listed below).
20% Reflects on weeks 1-5 in the course. In your 1,000 words, you should include:
· a statement that introduces the portfolio and provides context to the reader
· use the remainder of the word count to reflect on key themes/issues that have emerged for you to date in the course
In addition, you must submit: a 300-word individual proposal on enhancing the student experience at ANU (Note that this can be cut-and-pasted from your Group Project Proposal, or you can refine based on feedback)
Please note the emphasis in the marking criteria to drawing connections between parts of the course so don’t just give a summary of what has happened each week but try and give some higher level analysis of what are the key things you have learnt to date from the course. Total world count for Stage One: 1,300 words.
Assessment Task 3
Learning Outcomes: 4,5,6
Learning portfolio: stage two
Assessment Task 2: Learning portfolio (Stage 2)
Stage Two Due Week 12 Friday noon (30%)
1,500 words (not including Stage One and the two 500-word pieces listed below. 30% Reflects on the remainder of the course. It should include:
· a statement that introduces the portfolio and provides context to the reader (perhaps how this Stage of the Portfolio builds upon Stage 1)
· a concluding section that draws the portfolio to a close
· use the remaining words to reflect and extend on the issues and themes from the course
o use the feedback from Stage One to guide your Stage Two
o remember to reflect on your facilitation as a demonstration of your leadership
In addition, you must submit:
· a 500-word summary of key learning from the individual talks given by your peers
· a 500-word summary of key learning from the group policy briefs to the VC (other than your own)
Total word count for Stage Two: 2,500 words.
Assessment Task 4
Learning Outcomes: 2,3,4,6
The talks need to be reflective and examine your learning through the course. You should incorporate how you may have already implemented things learnt and how you might apply these insights in the future.The presentation should be approximately 7 minutes long and will be recorded.
Learning outcomes: 2,3,4,6
Marking criteria will be available on Wattle
Assessment Task 5
Learning Outcomes: 1,4,6
Group Project Brief
This task requires individual work and group collaboration. Your group task is to develop an idea to “pitch” in the second last week of the course to the Vice-Chancellor on how to enhance the ANU student experience. The brief should be approximately 5 minutes long. Groups will be organised in consultation with the course convener.
Learning outcomes: 1,4,6
Marking criteria will be available on Wattle
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing RequirementsAccepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Please see relevant assessment task details above.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Unless specified otherwise in the assessment requirements, resubmissions are permitted up until the due date and time, but not allowed afterwards.
Distribution of grades policyAcademic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for studentsThe University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Prof Giles Hirst
Prof Giles Hirst