Leadership has been a critical element in governance as long as human societies have existed.  Yet the art of effective leadership too often remains a mystery.  This course explores the challenges that attend leadership in the public policy process, and it equips pariticapnts with the skills to surmount those challenges.  How do leaders build effective teams, oversee organisational change, work across institutional boundaries, and operate in a global context?  Class sessions explore these and additional questions, drawing on scholarly debates and case studies.

Learning Outcomes

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

1. Demonstrate a critical understanding of the key debates and thinking about the role of leadership;
2. Exercise ethical and responsible leadership in the policy process;
3. Influence debates and analysis of public policy issues and practical challenges across diverse cultural, developmental and institutional contexts;
4. Demonstrate an applied understanding of the elements of effective teams and how to lead in different governance contexts;
5. Demonstrate an understanding of how to exercise effective leadership while working across institutions and in global contexts.

Research-Led Teaching

This course draws on my long experience as a researcher in public policy settings of various kinds and the kinds of leadership performed in these

Required Resources

all required resources are made available to students

Recommended Resources

all recommended resources are made available

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	Day 1 What has leadership got to do with it? On our first day we will do some scene-setting, ground-clearing, and articulation of personal goals. This will help ensure we have a shared understanding of what we know, what we don't, what we want and need to know, and how I can try to ensure that the course meets your needs as you identify them (as well as how I do!). Themes How leadership become enmeshed in public policy, the multiple ways in which we now experience leadership, what evidence do we have of its significance and what does it mean for us individually and institutionally? This first day will establish a baseline of knowledge, perspectives and interests on which the remainder of the course will build. We will consider the challenges facing public policy and consider their implications for leadership. We will examine: the challenge of collective action problems the challenge of 'publicness' the challenge of a public policy in flux We will situate this exploration in the context of contemporary governance whose characteristics: interdependence (of policy issues, and tiers of government/governance), hybridity (of policy and service institutions) and diversity (of people’s and publics), make significant demands on individuals, organisations and communities. We will then try to make sense of the rise of 'leadership' in public policy and administration exploring both individual and institutional dimensions and including the distinction between formal political leadership and professional leadership. We and draw on literature and our own experiences to examine how leadership shapes our identities and our expectations of our own and others' performance, the evidence base for leadership, and the relationship between the two.	Key Tasks In addition to the self-reflection memo participants are asked to submit before the session (see below for detail), please bring with you an object that communicates something about how you conceptualise leadership. This may be an actual object (physical artefact, a document, visual aide, or a photographic representation of an artefact).
2	Day 2-3 Leadership in minds and bodies Over the next two days we will consider leadership and influence in public policy as matters of the mind and the body. We will explore the ways in which both mind and body inform our own leadership practice and how others' experience it. We will examine how the theories and practices that shape our leadership environment are themselves situated in particular traditions and histories, and the implications of this for public policy leadership in our present and future contexts. We will consider the challenge to established leadership knowledge and practices of contributions to leadership focused on diversity, specifically, but not exclusively, gender and culture. Themes What use are leadership theories in our current contexts?; Which theories help us and from where?; Is leadership culturally specific?; And gendered?; How do we embody leadership and what personal resources do we draw on to support our practice? Today we will focus on ideas and theories of leadership, their roots, how they have evolved, and their relevance for our current contexts. We will consider the critiques of mainstream ideas and theories of leadership including examining the ways in which leadership is culturally specific, and gendered.
3	Day 3 Leadership in minds and bodies Today we will focus on the different ways in which we embody leadership and what personal resources do we draw on to support our practice. We will examine the ways in which our embodiment of leadership is socially constructed and constrained. We will also explore the role of resistance and what happens when leadership 'goes bad'. Our examination will be situated in the context of public policy and administration. We will pay particular attention to questions of expertise, ethics and emotion, each of which is an expression of mind and body.
4	Day 4-5 Leadership in practice Over these two days we will focus on leading and influencing public policy in practice. We will draw on research and personal accounts, as well as working with case studies and scenarios to develop greater understanding of the potential and limits of leadership and influence in public policy practice. We will pay particular attention to the role of rules and practices. Themes What do we do, how do we do it, why do we do it, should we do it differently, and can we?; How do we need to adapt our practice from leading inside our organisations to leading with others outside our organisations?; How do we lead in different circumstances eg everyday leadership, leadership for the long-term, and leadership in crisis?; What is our role in relation to key external actors eg global/regional institutions, lobby groups, powerful publics, the media?; Can we learn before doing or through doing?	The second piece of assessed work will provide an important entry point for participants for these two days.
5	Day 6 What’s next for leadership? Today we bring things together, reflecting on the theories, research, and practical examples we have worked with and distilling the key insights that can contribute to a better understanding of leading and influencing public policy in our organisations, institutions, and communities, and identifying the key aspects of our own practice that we wish to enhance, develop or change. Themes Is there anything we can add to existing theories? What new concepts do we need to be examining?; How will our practice need to change?	This session will be shaped by the work done in the third assessment.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Self- reflection memo	15 %	22/02/2021	25/02/2021	2,3
Intelligence briefing	35 %	28/04/2021	08/05/2021	1,4,5
Personal leadership strategy	50 %	22/05/2021	02/06/2021	1,2,3,4,5

* 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

This is an intensive course and one that relies on attendance and active participation.

Assessment Task 1

Self- reflection memo

Participants submit a 1000 word memo before the beginning of the course reflecting on what kind of leader you think you are or could be.

Due Date: 22 February, 11:55pm

The memo requires you to reflect on your personal characteristics and consider how they shape your approach to leadership (positively and negatively).

The memo also requires you to reflect on your current context – organizational, cultural and/or political – and to consider how this context influences what kind of leader is required to succeed.

The memo should identify a key policy or organizational issue that you are facing and specify the challenge that poses to your preferred kind of leadership.

Participants are not expected to draw extensively on theory or academic scholarship for this piece.

Assessment Task 2

Intelligence briefing

Participants are to identify a leader (or leadership group) whose success offers important insights for contemporary public policy leadership.

Due Date: 28 April, 11:55pm

The leader or leadership group may be from any field of endeavour and any country.… The task is to write a concise, 1000-word briefing that explains how the leader or group is transforming/has transformed an important organization, institution, communities or policy area, or some combination.… Explain how the leader or group approached the task, how they were influenced by their context, how success can be demonstrated, and what the lessons and implications are for your government.

Assessment Task 3

Personal leadership strategy

Participants submit a 3000 word personal leadership portfolio that draws from the issues outlined in the self-reflection note and develops them with reference to key theories and concepts covered in the course, and in the context of learning from other EMPP compulsory courses taken.

The portfolio should be rooted in robust scholarship and supported by evidence-based research. It should identify how your personal leadership characteristics shape your approach to practice and how you propose to address the key policy or organisational issue that you face.

Due Date: 22 May, 11:55pm Note this is before the final session as we will use these portfolios to shape the work we do that day.

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

Assignments will be returned within two weeks of submission.

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

Subject to circumstances of individual student

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