Leadership Skills Expedition
| Module title | Leadership Skills Expedition |
|---|---|
| Module code | MBAM860 |
| Academic year | 2025/6 |
| Credits | 10 |
| Module staff | Dr Cecile Emery (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 1 |
| Number students taking module (anticipated) | 10 |
|---|
Module description
The leadership expedition is an opportunity for MBA students to implement and practice the theoretical leadership insights they have gathered during their MBA experience – in a different context. At the end of the expedition, students come to a new consolidated leadership narrative they can use moving forward, based on good understanding of the skills they bring to the table. At the same time, this expedition is an opportunity to transition – from the turbulence and learning environment of the MBA to the new chapter of their life and the professional identity that comes with that. A moment to press pause and reflect with the intent of moving forward with energy and intent.
On the expedition, groups are supported by a coach, an outdoor safety officer and a faculty member.
Module aims - intentions of the module
The module objectives centres on a Personalised Leadership Journey (where every student is unique):
- Awareness of your leadership challenges: Throughout the trip there are ample opportunities for peer feedback and personal coaching for you to home in on those areas you want to work on.
- Skill development to improve your leadership styles: Understanding the challenges, you, your team and the instructors go on to face natural outdoor experiences against which you will develop your skills. Facing these challenges will help you shape your capacity to lead effectively – not only in this outdoor setting but also in your life beyond it.
Build a strong leadership identity and corresponding narrative based on your strengths: Having understood and worked through your personal challenges and updated your leadership toolbox, the module places strong emphasis on the existing strengths that you bring to the table. We see these strengths as the rough diamond (the unique, authentic way in which all of us have the capacity to lead) that this course intents to help sharpen (by polishing the rough, challenging edges).
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Understand facets of research/theory supporting mindfulness.
- 2. Understand your potential impacts on plants, wildlife, human beings.
- 3. Builds strong connections with others through careful and powerful questions, attentive listening, and coaching to help others.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Leadership and Teamwork: Understanding of the basic four components of leadership (task, relation, change and ethics) and inherent tensions between them.
- 5. Apply skills in each component area, such as time management (task), perspective taking (relation), storytelling (change) and ethical reasoning (moral).
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Understand basic notions of mindful and active listening as well as appreciative inquiry and powerful questions, in relation to coaching.
- 7. Observe, paraphrase, summarize, and record behavioural patterns, and formulate questions that are impactful.
Syllabus plan
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Typical day-by-day itinerary |
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Day 0 |
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Days 1 – 6 |
Actual Expedition: Each day follows a similar structure. Students operate in groups of c. five. In these groups they navigate independently through the wilderness (their safety ensured) with rotating leadership and coaching roles.
Morning:
Afternoon:
Evening
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Day 7 |
Rest & Recover: Depending on the student’s progress, we spend the last afternoon and night closer to civilisation, connecting to local culture (inc. real food). This wraps up the expedition. |
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Day 8 |
Travel home |
Typical plan of week – subject to adaptation to local conditions.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 48 | 52 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 48 | In-person guidance and workshops on personal challenges, leading self and others, and mindfulness. |
| Guided Independent Study | 52 | Reflection, peer-to-peer disclosure, practice in action, private study |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Legacy speech | On site - around 8-10 minutes per student | 1-7 | During the expedition by coaches |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Pre expedition case submission Challenge | 50 | 1000 words (approx. 375 words per topic) | 1-7 | During the expedition by coaches/instructor |
| Post expedition case submission Challenge and Solution | 50 | 1000 words (approx. 375 words per topic) | 1-7 | After the expedition by coaches/instructor |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Pre expedition case submission - Challenge | Pre expedition case submission - Challenge | 1-7 | Next reassessment window |
| Post expedition case submission Challenge and Solution | Post expedition case submission Challenge and Solution | 1-7 | Next reassessment window |
Indicative learning resources - Basic reading
Basic reading:
Leader identity:
- Harvard Business Review: Goffee, R., & Jones, G. (2000). Why Should Anyone Be Led by you?
- TED TALK: Drew Dudley, Lollipop moments
- Harvard Business Review: Becoming the boss.
- TED TALK: Sheryl Sandberg: On why we have too few women leadership
- Book: George, B. (2007). True north. Ch. 6 What motivates you to be a leader?
Task-oriented leadership:
- Article: Mintzberg, H. (2009) The best leadership is good management. Business Week, 8-11-2009
- Talk: McCraney: A talk on procrastination.
- TED TALK: Nigel Marsh on work-life balance
- Blog: De Rue & Morton: Leading when lives are at stake
- Book: George, B. (2007). True north. Ch. 8. Staying grounded: Integrating your life.
Relation-oriented leadership:
- Harvard Business Review: Casciaro & Lobo (2005). Competent jerks, lovable fools, and the formation of social networks.
- California Management Review:Too hot to handle
- Article: How to take feedback, Psychology Today
- Book: George, B. (2007). True north. Jossey-Bass, US. Ch. 7: Building your support team.
Change-oriented leadership:
- Harvard Business Review: Crucibles of leadership
- RSA. The surprising truth about what motivates us:
- TED TALK: Simon Sinek: How leaders inspire great action
- Talk: Cal Newport Why following your passion is wrong:
- Book: George, B. (2007). True North. Ch. 9: Leadership with purpose and passion.
Ethics-oriented leadership:
- TED TALK: Zimbardo P. the psychology of evil
- Harvard Business Review: Carr, A. (1967, 2001). Is business bluffing ethical?
- RSA: The honest truth about dishonesty.
- RSA: The empathic civilization.
- Book: George, B. (2007). Ch. 5 Practicing your values and principles.
| Credit value | 10 |
|---|---|
| Module ECTS | 5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 14/10/2025 |
| Last revision date | 14/10/2025 |