The MSc programme consists of taught modules (total 120 credits) plus a dissertation (60 credits). There are five compulsory modules, each worth 20 credits. Students have freedom to select the modules for the remaining 20 credits from those offered by HSMC or from the wider range of modules offered elsewhere in the University to reflect the programme's emphasis on leadership and service improvement.
The compulsory modules are:
Leadership in Context (20 credits)
Module Lead(s): Iain Snelling; Merv Conroy
This module draws on a framework for examining the lived experience of taking up a leadership role. It critically explores the contexts within which healthcare and leadership is situated, the role of leaders in service improvement, in order to make sense of and negotiate, better outcomes for service users, staff and other stakeholders. The three spheres of leadership experience explored through this framework - person - system and context - are brought together and considered as it applies to you, your work place and the local and national contexts within which you take up your authority and exercise leadership in role, to improve the quality of outcomes for service users.
By the end of this module you should be able to:
- Demonstrate an understanding of the complex, ambiguous and political contexts within which NHS leadership is exercised.
- Articulate an understanding of 'leading' in systems with multiple constituencies and accountabilities.
- Understand the changing role and task of healthcare leaders as leaders of services and systems, staff and processes.
- Appreciate the centrality of meaning and purpose as a motivator for clinicians.
- Demonstrate how your learning about leadership can contribute to better outcomes for service users, staff and other stakeholders in your own work contexts.
Applied Leadership Learning (20 credits)
Module Lead(s): Iain Snelling; Merv Conroy
This module is explicitly developmental in its approach, with a focus on students usintg the experience of action learning within a group setting to enable critical and in-depth personal reflection and learning.
The action learning set meetings held for groups of up to 8 students will be facilitated by an academic tutor who has specialist expertise in the areas of personal and organisational development, leadership and action learning. Action learning sets will entail participants working as a group to define, analyse and reach conclusions to management and leadership issues being faced at individual and organisational levels.
Each student will identify key improvements in their workplace which they wish to bring about during the course of the programme. The action learning set meetings will be a forum for discussing how to achieve these improvements and for applying leadership and improvement concepts and tools to workplace situations.
Students will be expected to do preparatory work for each learning meeting, based on academic reading, diagnostic tools and support materials made available to them as part of the programme. This module will also require them to prepare and maintain a personal development plan (non-assessed), keep a formal structured written learning journal (non-assessed) documenting a critical reflective analysis of their individual action learning and personal development, and undertake a 360º narrative feedback.
You will be able to:
- Demonstrate an understanding of the theoretical concepts and models of action learning.
- Access action learning as an approach that supports leadership and organisational development.
- Reflect and critically analyse your personal leadership experience and approach, located within theoretical concepts of leadership and learning, and
- Be confident in your personal leadership practice and using a structured action learning approach as a vehicle for personal and organisational development.
The module will begin with a two-day introductory workshop, including one day for initial action learning set meetings. This will be followed by a further five one-day action learning set meetings during the course of the module. The module will finish with a two-day closing workshop, including a final action learning set meeting.
Health Care Quality: Innovation and Improvement (20 credits)
Module Lead(s): Iain Snelling; Ross Millar
This module aims to provide participants with knowledge about approaches to the measurement, monitoring and improvement of quality in health care, including methods of data collection and analysis. It includes examination of approaches such as performance indicators, clinical audit, benchmarking, complaints, patient surveys, and health outcomes. The module also discusses policy and approaches used in different countries to the monitoring of quality and safety in health care.
By the end of this module, students will be able to:
- Demonstrate an understanding of the use of different tools and techniques for the management, measurement and improvement of service quality in health care.
- Critically assess the development of performance indicators and other ways of measuring and assessing quality in healthcare.
- Demonstrate an understanding of the strengths and weaknesses of different approaches to quality and service improvement in health care
Introduction to Organisational Development in Health and Social Care (20 credits)
Module Lead(s): Robin Miller; Kim Jelphs
This module examines organisational development (OD) exploring the conceptual frameworks and scholarly practices within which OD is situated. This includes the core theories, values, and principles that underpin the different approaches that have emerged in this field, since the 1960s, how these relate (or not) to what is happening in health and social care, different strategies, types and approaches to change as well as diagnostic models for analysing organisations and exploring approaches to intervening in change. Throughout the module, attention is paid to the importance of both the process (how change is enacted) and the anticipated outcomes of change (what actions are taken). The module draws on lessons from the literature and the practical experience of those involved in planning and delivering change in health and social care services.
By the end of this module, students should be able to:
- Understand the origins and definitions of organisation development (OD) and be able to articulate the strengths and weaknesses of this approach
- Examine the ways in which OD has influenced (or not) processes of change in health and social care today
- Analyse organisations through use of diagnostic models and how this informs choices about intervening
- Be aware of a range of approaches to change interventions.
- Reflect on the application of theories, concepts and models within health and social care contexts, including how people respond to, and work with change.
The method of delivery will combine traditional lectures with a range of more innovative approaches including individual, group and whole cohort inquiry and application; an organisational consultation; and relevant health and social care case studies. This module is taken in two blocks (three and two days).
I felt the modules were very well organised, delivered and concluded, as they have covered all aspects and different views to look at quality and service improvement. The group work was most useful as it stimulated a lot of thinking and helped picking up things that are not too obvious from just reading."
Public and User Involvement in Health Care (20 credits)
Module Lead(s): Hilary Brown; Karen Newbigging
The relationship between providers and users of health and social care services is changing, and governments in many countries are encouraging greater involvement of users and the public in the planning and development of services. Underlying these changes is the belief that services will be more accessible, acceptable and responsive if the people who use them are involved in their design and development. At the same time, there has been a strong drive to encourage people to assume greater responsibility for their health and to practise self-care wherever possible and appropriate. In the UK, The Wanless Report (2002) argued that the financial sustainability of the NHS critically depends on the population being 'fully engaged' in their own health care.
At the end of the module students will be able to:
- Understand the development of consumerism in health care and be able to critically appraise the application of the concept to the NHS.
- Appreciate the place of consumer approaches within the wider context of the role of service users, users’ groups, communities and the public in healthcare.
- Compare different methods for obtaining the views of users, the public and communities.
This module is taken in two blocks (three and two days).
Credits and optional modules
These compulsory modules total 100 credits. In order to fulfil the Programme Requirements you need to obtain 120 credits in taught modules. You can do this by selecting one further optional module. Below are a selection of modules available (each worth 20 credits):
Please note that the detailed content of the programmes is regularly updated in line with developments in theory, policy and practice: HSMC reserves the right to make adjustments to this indicative programme outline as appropriate.
The optional modules listed on the website for this programme may unfortunately occasionally be subject to change. As you will appreciate key members of staff may leave the University and this necessitates a review of the modules that are offered. Where the module is no longer available we will let you know as soon as we can help you make other choices.
To learn more about this MSc please telephone 0121 414 2280 or email Jose Adkins, firstname.lastname@example.org.