The course aims to give postgraduate students who have demonstrated or shown potential as leaders a wide understanding of styles of leadership and influence. In line with the interdisciplinary and peer-learning ethos of Vice-Chancellor courses, students will be exposed to the varying perspectives on leadership and influence.

The wide range of leadership activities that students enrolling in Vice-Chancellor courses have been involved in has been extraordinary. VCPG6003 will aim to bring postgraduate students together and use peer-learning strategies to allow students to share their varying experiences and perspectives on leadership. VCPG6003 will target:
1. postgraduate students interested in exploring various models and styles of leadership, and
2. students who have already demonstrated leadership or leadership potential.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

By the end of this course students will be able to:
1      Evaluate and understand the application of different disciplinary and cultural models of leadership and influence.
2      Demonstrate high level skills in working in teams; facilitate learning and provide developmental feedback to others.
3      Communicate effectively and persuasively in oral and written forms and be able to quickly sum up key issues emerging from discussions/meetings.
4      Formulate a clear personal set of values about leadership and models of leadership.
5      Demonstrate and apply knowledge learnt to understand and engage a senior or influential leader.
6      Analyse your learning processes and reflect on, plan and resource your learning.
7      Apply a wide repertoire of leadership skills in a range of contexts including formal and informal settings and face-to-face and online environments.

Research-Led Teaching

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.

Field Trips

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.

Required Resources

Course resources will be advised on Wattle.

Recommended Resources

Course resources will be advised on Wattle.

Staff Feedback

Students 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 Feedback

ANU 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.

Class Schedule

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

Tutorial Registration

Instructions on how to enrol in tutorials will be available on the Wattle Site.

Assessment Summary

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 (Article One)	20 %	29/03/2019	18/04/2019	4,5,6
Learning portfolio (Article Two)	30 %	31/05/2019	04/07/2019	4,5,6
Oral presentation	10 %	29/05/2019	18/06/2019	2,3,4,6,7
Group project	20 %	27/05/2019	04/07/2019	1,4,6,7

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU 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:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The 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 Assessment

Marks 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

Participation is expected in all classes and assessment

Examination(s)

There are no examinations for this course

Assessment Task 1

Tutorial facilitation

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 portfolio (Article One)

Interview a leader (i.e. discuss with them their philosophies and experiences of leadership). This leader should be someone whom you can make contact that has a role in business, government, making changes in society, potentially sport or commitment to a strong ideology/cause to improve the world. Do consult your tutor on appropriate choices. The interview should be aimed at a broad, multidisciplinary audience and you are encouraged to submit the articles to Woroni.

Article One

1,000 words (excluding the 300-word piece listed below). 20% Due Week 5

Interview someone you think of as a leader and write an article about what you have learnt from the leader, making connections to course themes.

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)

Total world count for Stage One: 1,300 words.

Assessment Task 3

Learning portfolio (Article Two)

Learning portfolio (Article Two)

Article Two

1,500 words (excluding Stage One and the two 500-word pieces listed below). 30% Due Week 12 Friday noon

Interview a different leader and write an article reflecting on their experiences and your experience as a leader, making sure to include course themes.

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.

Word limits

·        Stage one/Article one – 1,000 words, plus 300 words in additional tasks

·        Stage two/Article two - 1,500 words, plus 1,000 words in additional tasks

Assessment Task 4

Oral presentation

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: 2,3,4,6,7

Marking criteria will be available on Wattle

Assessment Task 5

Group project

This task requires individual work and group collaboration. Your group task is to develop an idea to “pitch” at the end 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: 1,4,6,7

Marking criteria will be available on Wattle

Academic Integrity

Academic 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 Submission

The 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 Submission

For 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

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 Requirements

Accepted 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.

Returning Assignments

Please see relevant assessment task details above.

Extensions and Penalties

Extensions 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.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic 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 students

The 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