Postgraduate Diploma in Leadership

Purpose

The purpose of the programme is to provide an interdisciplinary diploma which strengthens and deepens the student's knowledge and conceptualisation of leadership. It allows for engagement of theory at an advanced level. Learners are enabled to become effective leaders and to be further equipped to become research orientated in their work and professional development. Learners are taught in a manner which assists them to critically engage with and integrate theory and practice, and which ultimately impacts positively on all spheres in the learners' work performance and lives. An opportunity is provided for learners to obtain detailed and advanced theoretical knowledge in turbulent and complex environments, and to constructively respond to various challenges, for example, around continuous change and systemic effects. Relevant and practical methodologies are emphasised, particularly for use in the African context, thus enabling learners to effect positive change in their relevant institutional contexts. Learners are further equipped with reflective skills, which places them in a position to apply the advanced theoretical knowledge gained from the programme into their work situations. The programme is thus regarded as an integrative device that encourages independent thinking.

Rationale

There is a dire need for senior-level management and leadership competencies which are paramount for leaders in the 21st Century to acquire in the African and more specifically in the Southern African context. These competencies need to be in line with the transformational characteristics of South Africa, the rapid pace of globalisation and concomitant regional integration. This qualification is designed for working professionals to consolidate and extend their leadership capability in the organisations in which they are located. The need exists for using a values- and ethics-based approach rather than using an organisational leadership approach so as to facilitate systemic change. Thus the qualification caters for working professionals in organisational leadership positions, who are required to work in this dynamic complex environment of contemporary Africa and its transitional agenda. This aligns with the University's purpose relating to leadership development and the strategic plan to provide quality teaching and research for the African context. The learners, through the undertaking of the qualification will be equipped with advanced theoretical knowledge in the area of institutional leadership, which will enable them to reflect at an advanced level so as to contribute to their on-going professional development. Furthermore, the qualification will also serve as an entrance to the Masters in Leadership and related management fields.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning will be recognised by assessing any appropriate professional qualifications and/or practical experience. Applications will have to be made using the university's GR7b forms, which are to be approved at various levels.

Entry Requirements

Applicants need to have a

• Bachelors' Degree at NQF Level 7 or any recognised equivalent.

The Postgraduate Diploma in Leadership is a one year qualification consisting of 5 compulsory modules at NQF Level 8 and 2 electives at NQF Level 8 adding up to 128 Credits:

• Advanced Leadership Theories and Practices, 16 Credits.
• Organisational Dynamics, 16 Credits.
• Strategic Leadership, 16 Credits.
• Systems Thinking, 16 Credits.
• Practitioner Research for Leaders, 32 Credits.

Electives (Select two, 32 Credits)

• Advanced Issues in Leadership, 16 Credits.
• Critical Reflection of Leadership Skills, 16 Credits.
• Managing Complexity, 16 Credits.
• Project Leadership, 16 Credits.
• Special Studies, 16 Credits.

1. Demonstrates an understanding of the complexities and uncertainties in order to be able to lead constructively in such contexts.
2. Demonstrates the ability to use specialised skills to identify, analyse and address organisational dynamics.
3. Demonstrates the ability to operate effectively within an organisation by reviewing and applying relevant systems tools and techniques as well as proposing recommendations.
4. Demonstrates the ability to apply, in a self-critical manner, research strategies to effectively address professional needs.
5. Construct, propose and synthesise leadership tools for systemic change.
6. Formulate, propose and evaluate strategy pertaining to organisational project leadership.

Associated Assessment Criteria for Exit Level Outcome 1

• Appropriate leadership theories and practices within the context of the latest research findings are understood.
• Conceptual insight into advanced leadership theory and practice is understood.
• Insight into current happenings, with particular reference to developmental perspectives on issues of culture, gender, ethics, social and environmental justice is understood.
• A critical perspective on leadership through the analysis of case studies is developed.
• A selected leadership development model within an organisational setting is evaluated and applied.

Associated Assessment Criteria for Exit Level Outcome 2

• Group and overt/covert organisational dynamics, with specific reference to power, roles, norms, values and ethics are assessed.
• An organisational problem is analysed and diagnosed.
• Recommendations on an intervention to promote effective organisational practices in the area(s) analysed are formulated.

Associated Assessment Criteria for Exit Level Outcome 3

• Conceptual models and practical tools on strategic leadership are understood so that it will contribute to a strategic mindset in all leadership thinking and action.
• Practice of systems thinking, including the use of a representative range of the tools and techniques commonly used in the systems research and practice community are developed.
• The strategic context of one's organisation is analysed in order to identify an area relevant to strategic leadership.
• The development of organisational thinking and values with reference to systems thinking is critically reviewed.
• A strategic tool(s) towards strategy making for the organisation is applied. Systems thinking tools and techniques to an organisational problem in a work environment are creatively applied and recommendations on improvement are proposed.

Associated Assessment Criteria for Exit Level Outcome 4

• Research skills to undertake a practitioner research project are developed.
• Critical learning, reflection and personal development, particularly with respect to the professional capabilities are developed.
• Research for a research problem in own work environment is conducted.
• Research proposal for conducting a practitioner research project is formulated.

Associated Assessment Criteria for Exit Level Outcome 5

• Insight into current happenings, with particular reference to developmental perspectives on issues of culture, gender, ethics, social and environmental justice is demonstrated.
• A critical perspective on leadership through the analysis of case studies and their contemporary relevance is developed.
• Key organisational sociological positions and the various systems methodologies in relation to their sociological paradigms are systematised.
• Theoretical content relating to organisational complexity in a particular case study is applied.
• Conceptual models and framing of the portfolio of leadership skills are analysed and the applicability of these skills in dealing with different leadership challenges are evaluated.
• Own leadership in relation to the conceptual models is analysed and an action plan for improving own leadership and organisational effectiveness is developed.

Associated Assessment Criteria for Exit Level Outcome 6

• Theory and practice of traditional project management as defined by the Project Management Body of Knowledge guide (PMBOK) is understood.
• Systemic leadership principles to a case study based on a project is applied and is critically reflected on.
• Conventional project management practice is contextualised to the contemporary milieu of environmental uncertainty and turbulence and is critically evaluated.

Integrated Assessment

Formative Assessment

Each module will be assessed through an integrated written assignment; in addition a range of oral and written methods, group and individual class assignments and tests will be administered in order to give students the opportunities to demonstrate a variety of competencies. The final work-based assignment will require learners to apply their learning in an integrated way by analysing a specific area related to their work context in as well as to apply the theoretical frameworks in order to recommend solutions to identified problem areas. The practitioner research project will assess the ability of learners to integrate themes from different modules appropriately into a real scenario.

Summative Assessment

There will be no summative assessment.