Management and Leadership in Global Healthcare
| Module title | Management and Leadership in Global Healthcare |
|---|---|
| Module code | HPDM194 |
| Academic year | 2025/6 |
| Credits | 30 |
| Module staff | Dr Nermin Hamza (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 |
Module description
In this module, you will explore the theoretical knowledge and practical skills that contribute to effective management and leadership in complex healthcare settings. Through a comparative approach to analysing global healthcare systems, you will reach into the available evidence base and reflect on multi-disciplinary perspectives on areas such as integrated governance, communication, project management, self-management and decision-making in healthcare. You will critically appraise principles of leadership and followership to understand how you may most effectively lead.
You will examine how to understand and engage with human behaviour in a changing healthcare environment, and through understanding decision making theory, critically appraise the conditions needed to make a collaborative decision. By the end of the module, you will be equipped with a series of practical tools that will assist you in offering safe, effective and sustainable system of healthcare for your patients.
Module aims - intentions of the module
The aim of the module is to provide you with the necessary skills and knowledge, behaviours and attitudes to enable you to manage and lead multi-professional teams within a complex system of care.
In this module you will be equipped with some fundamental knowledge, understanding and skills to practice in a healthcare management role. Specifically, you will draw on the experiences of the multi-disciplinary team to critically analyse, evaluate, and address contemporary healthcare experiences related internal and stakeholder (public) communications, stress, time and performance management. You will then develop skills in the creation of effective internal communications, the management of time, stress and performance within a healthcare organisation as well as improve your understanding of organisational cultures and institutional learning.
You will explore and critically appraise the fundamental elements of Leadership and be introduced to the concept of followership and how it relates to leadership and critique ways in which it is possible to establish and positively influence a team. You will consider healthcare policy at a local, national and international level, and how you as a leader can influence and develop policy. You will then develop an understanding of how the context is critical in understanding the processes and consequences of leadership, including factors associating with developing and implementing policy. You will explore the impact leadership has on others, the organisation and health outcomes.
You will consider the aims of the Sustainable Development Goals (SDGs) and how they are relevant at a global and local level. You will apply your understanding of leadership and management to consider how you would align your organisation towards attainment of the SDGs. You will consider how you might take steps to influence healthcare policy development, implementation, or evaluation at a national or international level to impact SDG achievement.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Categorise effective ways of leading - within a complex organisation or within the wider healthcare economy
- 2. Identify common practice from within healthcare and other sectors to analyse, synthesise, evaluate and reflect on what represents best practice in healthcare management
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Paraphrase and debate the most effective methods of achieving good internal and external communications within a healthcare setting
- 4. Critique the importance of influence in achieving your healthcare goals and identify evidence-based strategies to positively influence patients, team and the environment in which you care
- 5. Assess approaches to responsible corporate leadership and management which will support organisations to move towards the attainment of the Sustainable Development Goals (SDGs)
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Express your opinions effectively through critical analysis both in oral and written format.
- 7. Formulate an action plan to improve the effectiveness of your management and leadership skills the workplace after you have reflected critically on yourself as a healthcare provider and team member.
Syllabus plan
Whilst the precise content of the module may vary from year to year, an example of an overall structure is as follows:
LEADERSHIP
- Introduction to Leadership
- Concepts of Leadership
- Leadership and Followership
- Characteristics and Capabilities of Leadership
- Context and Challenges of Leadership
- Consequences of Leadership
- Attainment of SDGs through responsible leadership
MANAGEMENT
- Internal and external communication in healthcare
- The management and development of people within healthcare organisations
- Project management within healthcare
- Crisis Management (including case studies and scenarios)
- Managing for change – SDGs as an achievable goal
A total of 300 hours of learning activities and teaching methods is required for this 30-credit point module.
Face-to-face scheduled lectures and tutorials may be replaced by short, pre-recorded videos and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities if a situation arises that the scheduled activities are interrupted. These interruptions should be minimised.
Descriptions of scheduling are to be taken as an example and can be changed without notice depending on timetabling restrictions within the programme and/or university room availability.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 36 | 264 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 24 | 2 hrs x 12 (24 hrs) Face to face Examples might include: lectures, seminars, and master classes to enhance learning through introduction to key topics, specialist areas and role models, and diversity of contexts and outcomes |
| Scheduled Learning and Teaching | 12 | 1 hr x 12 (12 hrs) Tutorials Examples include: Group discussions, practical exercises, simulated case studies, and engagement with real-world scenarios to foster experiential learning with opportunities for peer and facilitator feedback. |
| Guided Independent Study | 30 | Web-based learning, resource gathering, and in-depth reading during the period of module delivery |
| Guided Independent Study | 24 | 2 hrs x 12 (24 hrs) Tutorial Preparation |
| Guided Independent Study | 210 | 105 hrs x 2 (210 hrs) Reflection, preparation and writing of assessments |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| My leadership point of view presentation (Choice of medium) | Various and ongoing | 1-7 | Verbal |
| Small group collaboration | Various and ongoing | 1-7 | Verbal |
| Case-based discussions | Various and ongoing | 1-7 | Verbal |
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 |
|---|---|---|---|---|
| Presentation | 50 | Narrated PowerPoint with referenced script annotated in the notes section (10 min) | 1-7 | Written |
| Essay | 50 | 2000 words | 1-7 | Written |
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 |
|---|---|---|---|
| Presentation (50%) | Presentation (10 min) | 1-7 | 6 weeks |
| Essay (50%) | Essay (2000 words) | 1-7 | 6 weeks |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Sustainable Development Goals:
Bhattacharya, S., Chatterjee, S. R., Venkatesh, V. G. (2024). Responsible Corporate Leadership Towards Attainment of Sustainable Development Goals. Germany: Springer.
The Role of Female Leaders in Achieving the Sustainable Development Goals. (2024). United States: IGI Global.
Wei, H., Horton-Deutsch, S. (2022). Visionary Leadership in Healthcare: Excellence in Practice, Policy, and Ethics. United States: Sigma Theta Tau International.
Sustainable Development Goals in Southeast Asia and ASEAN: National and Regional Approaches. (2019). Netherlands: Brill.
Basic reading:
Aarons, G. A., M. G. Ehrhart, L. R. Farahnak and M. Sklar (2014). "Aligning leadership across systems and organizations to develop a strategic climate for evidence-based practice implementation." Annu Rev Public Health 35 : 255-274.
Barber, M. (2015) How to Run a Government so Citizens Benefit and Taxpayers don’t Go Crazy. Penguin UK.
Barr, J. & Dowding, L. (2016) Leadership in health care. 3rd edition. London: Sage
Chaudoir, S. R., L. G. Dugan and C. H. I. Barr (2013). "Systematic review factors affecting implementation of health innovations: a systematic review of structural, organizational, provider, patient, and innovation level measures." Implement Sci 8 (22).
Christensen, C.M, Bohmer, R. & Kenagy, J. (2000) Will disruptive innovations cure health care? Harvard Business Review Sept 103-111
Coutu D.L. (2003) How resilience works. (In) Building personal and organisational resilience. Boston MA. Harvard Business School Press. p1-38
Dale, B., Van der Wiele, T., & Van Iwaarden, J. (2007) Managing Quality 5th ed FT/Prentice Hall
Francis, R (2013)Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry Executive summary London: The Stationery Office https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/279124/0947.pdf
Gainsbury, S (2016) Feeling the crunch; NHS finances to 2020. Nuffield Trust
https://www.nuffieldtrust.org.uk/files/2017-01/feeling-the-crunch-nhs-finances-to-2020-web-final.pdf
Gopee, N. & Galloway, J. (2014) Leadership & management in healthcare. 2nd edition. London: Sage
Hawe, P. 2015. Lessons from complex interventions to improve health. Annu Rev Public Health, 36, 307-23.
Hooper, A. & Potter, J. (2000) Intelligent Leadership. London: Random House Business Books
Jacobs, S. R., B. J. Weiner and A. C. Bunger (2014). "Context matters: measuring implementation climate among individuals and groups." Implement Sci 9: 46.
Jeffcott, S.A., Ibrahim, J.E. and Cameron. (2009) Resilience in healthcare and clinical handover. Quality and Safety in Health Care 18:256-260
Johnston, R. & Clark, G. (2008) Service Operations Management, 3rd Ed., London, FT/Prentice Hall
Kotter, J.P (1995) Leading change: Why transformation efforts fail. Harvard Business Review March 59-67
Kotter, J.P (1999) What Leaders Really Do. Boston, MA: Harvard Business Review Books
Monitor (2013) Closing the NHS funding gap: how to get better value health care for patients https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/284044/ClosingTheGap091013.pdf
Robertson R, Wenzel, L James Thompson J, Charles A (2017) Understanding NHS financial pressures – how are they affecting patient care. The Kings Fund
Slack, N., Brandon-Jones, A., and Johnston R. (2011) Essentials of Operations Management, FT Prentice Hall.
Walshe, K. and Smith, J. (2006) Healthcare Management. Buckingham: Open University Press.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 25/09/2024 |
