Module Title

Perspectives on Creative Leadership

Assignment Number

One

Module Code

ENTE 3522

Assignment Title

Individual Reflective Essay

Module Leader

Dr Huriye Yeroz

Assignment Weighting

50%

Assignment Release Date:

03 Oct 2023

Submission Date/Time:

Monday, 5th of February 2024 (12.00-noon)

Assessment Information – What you need to do

This individual assignment will give you a chance to reflect upon various aspects of leadership in a structured and focused way. The essay will be 2000 words. You are expected to be creative in this assignment and use experiential data to reflect upon certain aspects of leadership discussed throughout lectures, seminars and suggested readings. Source of experiential data may come from:

1) Your own experience of a group work during the previous years. The context of a group work can be (but not limited to):

a) Educational settings such as a group project that was undertaken within a module, or a program at the University, high school or trainings

b) An organized group work out of the University, e.g., a civic project, a business project, family project, charity work, community/religious work, or else.

2) Collecting data:

a) In the form of interviews you conduct with leaders

b) Shadow a leader or leaders and use these ethnographic observations as your data source.

c) Reading a novel or set of books (whatever kinds) on certain leaders and/or certain aspects of leadership.

d) Films or documentaries about certain leaders and/or certain aspects of leadership.

e) Magazines, news clips or columns about certain leaders and/or certain aspects of leadership.

f) Social media accounts of leaders such as Instagram accounts.

g) You can also blend those sources listed above by citing your references clearly.

In structuring your writing, you can draw on reflective writing models. We have combined two frameworks to help you with this task: 1) Gibbs reflective cycle (1988) and 2) Ash, Clayton, & Moses (2009) Learning through Critical Reflection, which are adopted to be used in an essay format.

The suggested structure, which you can find in the assessment details section, would help you to structure your approach towards reflective writing & practice, which is helpful to think of reflection in a cyclical as well as categorical manner.

Criteria for Assessment - How you will be marked

The assessment is structured around major elements listed below:

Introduction (10 %): Introduction should state practical/managerial and personal relevance as well as theoretical motivation/justification.

Structure (20 %):  Structure should involve the language, which is clear and expressive. The reader should be able to create a mental picture of the experiential situation described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader.

Relevance (10 %): This part measures to what extent the learning experience reflected upon is relevant and meaningful to student and/or assignment brief & learning goals.

Analysis (20 %): The analysis captures to what extent the reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and leadership frameworks/concepts.

Interconnection (10 %): This part captures to what extent the reflection makes creative and rigorous connections between the experience and material from other research, experience, and/or personal goals.

Critical Art (20 %): The reflection demonstrates the ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and contextual and/or theoretical assumptions or biases, etc., which define new modes of thinking as a result.

Format, Style, Referencing (10 %): Measuring presentation throughout in terms of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)

Further, we developed the rubrics that are tailored around your leadership development levels. The four levels will help you to identify and position your reflective leadership development and show areas to improve accordingly. According to your total score you may call yourself as one of the following;

Non-Reflective Leader: 0-25%

Reflective Novice: 26% -%50

Aware Leader: %51-75%

Reflective Leader: 76%-100%

General Assessment Criteria

The general assessment will be structured around;

The thickness/richness of your experiential data and description

Your skilful application of the experiential data to examine theoretical points/insights

That will lead to an articulate and reflexive argument(s) that will develop academic theory and practice of leadership

Assessment Details

•        Title: Find a brief and catchy title that will reflect the main message and/or context of your reflective essay

•        Introduction: Start with briefly introducing what we will be reading in this essay by addressing questions like:

–       What is the purpose of the study? Please clearly state your theoretical motivation in addition to the practical/managerial or personal relevance.

DESCRIBE THE EXPERIENCE

•        Stage 1: Description of the event

–       Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing; what was the context of the event; what happened; what was your part in this; what parts did the other people play; what was the result.

•        Stage 2: Feelings

–       At this stage try to recall and explore the things that were going on inside your head i.e. why does this event stick in your mind. Include e.g. how you were feeling when the event started; what you were thinking about at the time; how did it make you feel; how did other people make you feel; how did you feel about the outcome of the event; what do you think about it now. 

EXAMINE THE EXPERIENCE

•        Stage 3: Evaluation

–       Try to evaluate or make a judgement about what has happened. Consider what was good about the experience and what was bad about the experience or didn’t go so well

•        Stage 4: Analysis

–       Break the event down into its component parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. Include e.g. what went well; what did you do well; what did others do well; what went wrong or did not turn out how it should have done; in what way did you or others contribute to this

ARTICULATE(REFLEXIVE) LEARNING

•        Stage 5: Conclusion

–       This differs from the evaluation stage in that now you have explored the issue from different angles and have a lot of information to base your judgement. It is here that you are likely to develop insights into your own and other people’s behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into account and therefore valuable opportunities for learning can be missed. During this stage, you should ask yourself what you could have done differently.

•        Stage 6: Action Plan

–       During this stage you should think yourself forward into encountering the event again and to plan what you would do – would you act differently or would you be likely to do the same?  Here the cycle is tentatively completed and suggests that should the event occur again it will be the focus of another reflective cycle

How to Submit your Assessment

The assessment must be submitted by Monday, 5th of February 2024 (12:00 noon) on Turnitin. No paper copies are required. You can access the submission link through the module web.

·       Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Please take care to ensure that  you have fully submitted your work.

·       Please ensure that you have submitted your work using the correct file format, unreadable files will receive a mark of zero. The Faculty accepts Microsoft Office and PDF documents, unless otherwise advised by the module leader.

·       All work submitted after the submission deadline without a valid and approved reason will be subject to the University regulations on late submissions.

o   If an assessment is submitted up to 14 days late the mark for the work will be capped at the pass mark of 40 per cent for undergraduate modules or 50 per cent for postgraduate modules

o   If an assessment is submitted beyond 14 calendar days late the work will receive a mark of zero per cent

o   The above applies to a student’s first attempt at the assessment. If work submitted as a reassessment of a previously failed assessment task is submitted later than the deadline the work will immediately be given a mark of zero per cent

o   If an assessment which is marked as pass/fail rather than given a percentage mark is submitted later than the deadline, the work will immediately be marked as a fail

·       The University wants you to do your best. However, we know that sometimes events happen which mean that you can’t submit your coursework by the deadline – these events should be beyond your control and not easy to predict.  If this happens, you can apply for an extension to your deadline for up to two weeks, or if you need longer, you can apply for a deferral, which takes you to the next assessment period (for example, to the re-sit period following the main Assessment Boards). You must apply before the deadline. You will find information about applying for extensions and deferrals here.

·       Students MUST keep a copy and/or an electronic file of their assignment.

·       Checks will be made on your work using anti-plagiarism software and approved plagiarism checking websites.

Return of Marked Work

You can expect to have feedback returned to you within 15 working days. If for any reason there is a delay you will be kept informed. Marks and feedback will be provided online using the grade mark descriptors and rubric on Turnitin. It is important that you access the feedback you receive as this will help to make improvements to your later work, you can request a meeting with your Module Leader or Personal Tutor to discuss your feedback in more detail.

Marks will have been internally moderated only, and will therefore be provisional; your mark will be formally agreed later in the year once the external examiner has completed their review. More information on assessment and feedback can be found here.

Academic Integrity

In submitting a piece of work for assessment it is essential that you understand the University's requirements for maintaining academic integrity and ensure that the work does not contravene University regulations. Some examples of behaviour that would not be considered acceptable include plagiarism, re-use of previously assessed work, collusion with others and purchasing your assignment from a third party. For more information on academic offences, bad academic practice, and academic penalties, please read chapter four of our academic regulations.

Academic Support and Your Well-being

Referencing is the process of acknowledging other people’s work when you have used it in your assignment or research. It allows the reader to locate your source material as quickly and easily as possible so that they can read these sources themselves and verify the validity of your arguments. Referencing provides the link between what you write and the evidence on which it is based.

You identify the sources that you have used by citing them in the text of your assignment (called citations or in-text citations) and referencing them at the end of your assignment (called the reference list or end-text citations). The reference list only includes the sources cited in your text. The main referencing guide can be found here and includes information on the basics of referencing and achieving good academic practice. It also has tabs for the specific referencing styles depending on whether you require Harvard style used in business or OSCOLA style used by the Law school.

The University has a wealth of support services available to students; further information can be obtained from Student Gateway, the Student Advice Centre, Library and Learning Services and, most importantly, your Personal Tutor. If you are struggling with your assessments and/or deadlines please do seek help as soon as possible so that appropriate support and guidance can be identified and put in place for you. More information can be found on the Healthy DMU pages.

Mark Range

Criteria

Classification

90-100%

Indicates that no fault can be found with the work other than very minor errors, for example typographical, or perhaps failure to satisfy the most challenging and exacting demands of the assessment.

First class honours Distinction

80-89%

Indicates a very high level of understanding evidenced by an ability to engage critically and analytically with source material.  Likely to exhibit independent lines of argument. Only minor errors or omissions.

First class honours Distinction

70-79%

Judged to be very good, yet not outstanding. May contain minor errors or omissions. A well-developed response showing clear knowledge and the ability to interpret and/or apply that knowledge.

First class honours Distinction

60-69%

Indicates a sound understanding of basic points and principles but with some failure to express or to apply them properly. Hence the answer is essentially correct, has some errors or omissions, and is not seriously flawed.

Upper second-class honours (2:1)

Merit

50-59%

Indicates a more limited understanding of basic points and principles, with significant errors and omissions.  These errors and omissions, however, do not cast doubt on the basic level of understanding.

Lower second-class honours (2:2)

Pass

40-49%

Indicates questionable understanding of basic points and principles yet sufficient to show that learning outcomes have been achieved at a rudimentary level.

Third-class              honours

Pass

30-39%

Indicates an answer that shows only weakly developed elements of understanding.  The learning outcomes have been insufficiently realised.

Fail

20-29%

Very little knowledge has been demonstrated and the presentation shows little coherence of material or argument.

Fail

0-19%

Only isolated or no knowledge displayed.

Fail