Outline

Overview

Many who come to assume leadership roles in health care often come to this responsibility without any exposure to leadership theory. Given this, HPOL5012 focuses on combining the development of an understanding of leadership theory with the personal development of students as health care leaders because ultimately leadership is about what you do, not what you know. Initially this is done by exploring the history of leadership theory and then taking this learning and applying it to the health care environment through a hierarchy that moves through ‘leading self’ then onto teams, organisations and ultimately society. The aim of this unit is to increase students' knowledge of leadership theory and their understanding of the connections between this theory and practice so as to assist their personal development as leaders in health care.

Unit details and rules

Academic unit	Public Health
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Students are expected to have at least 3 years work experience in a health practice, policy or administrative role
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Shaun Larkin, shaun.larkin@sydney.edu.au
Lecturer(s)	Shaun Larkin, shaun.larkin@sydney.edu.au
Tutor(s)	Joanna Mason, joanna.mason@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Critical Reflection Critical Reflection	45%	Formal exam period Due date: 11 Nov 2024 at 23:59	2,500 words
Outcomes assessed:
Small test	Multiple Choice Quizzes Open book quiz	20%	Multiple weeks	4 x 10 question
Outcomes assessed:
Participation	Subject participation Seminar (Week 1 workshop) + 1/2 day Workshops (6+8+13)	10%	Multiple weeks	1 x Seminar + 3 x 1/2 workshops
Outcomes assessed:
Assignment	Book Review Book Review	25%	Week 08 Due date: 16 Sep 2024 at 23:59	1,500 words
Outcomes assessed:

Assessment summary

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of an exceptional standard across the assessment tasks.
Distinction	75 - 84	Work of a very high standard across the assessment tasks.
Credit	65 - 74	Work of a good standard across the assessment tasks.
Pass	50 - 64	Meeting the learning outcomes to an satisfactory standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to Leadership + Seminar (Workshop 1)	Online class (10 hr)
Week 02	Leadership vs. Management	Individual study (10 hr)
Week 03	Leadership I (Historical)	Individual study (10 hr)
Week 04	Leadership II (Contemporary)	Individual study (10 hr)
Week 05	Leadership Theory III (Health Care)	Individual study (10 hr)
Week 06	Workshop 2 (+ Assessment 2)	Workshop (10 hr)
Week 07	Leading Self	Individual study (10 hr)
Week 08	Leading Change/Innovation/Transformation	Individual study (10 hr)
Week 09	Leading Others (Teams)	Individual study (10 hr)
Week 09	Workshop 3	Workshop (5 hr)
Week 11	Leading Others (Organisations)	Individual study (10 hr)
Week 11	Leading Others (Society)	Individual study (10 hr)
Week 12	Workshop 4 (+ Assessment 3)	Workshop (10 hr)
Week 13	Leadership BS	Individual study (10 hr)

Attendance and class requirements

See 'Assessment type - Participation' with Weight = 10.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Reading List and/or Links provided at the weekly Modules available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Analyse fundamental theories of leadership including the identification of leadership styles, traits and approaches.
LO2. Understand the difference between leadership and management
LO3. Apply knowledge and practice to reflect about yourself and your current, and potential, leadership capability.
LO4. Understand why the practice of leadership is an ongoing development process that requires focus and discipline
LO5. Understand the specific requirements of leading during times of change
LO6. Understand the concept of leadership in the context of leading oneself, teams, organisations and society as a whole
LO7. Develop skills in critical analysis
LO8. Draw on an extensive set of resources on leadership built up during the Unit

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Public Health Dentistry - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 1.g. demonstrating specialist professional growth and development through research and learning 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 4.1.e. management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients. 4.2.d. the analysis of oral health needs and services in community and public health settings. 5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests 5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and 5.1.c. managing complications. 5.2.b. writing reports.
	Public Health Dentistry - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 1.g. demonstrating specialist professional growth and development through research and learning 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 4.1.e. management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients. 4.2.c. the principles of public health research oral disease prevention at a population level, and 5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests 5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and 5.1.c. managing complications. 5.2.b. writing reports.
	Public Health Dentistry - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 1.g. demonstrating specialist professional growth and development through research and learning 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas.
	Public Health Dentistry - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 1.g. demonstrating specialist professional growth and development through research and learning 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas.
	Public Health Dentistry - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 1.g. demonstrating specialist professional growth and development through research and learning 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas.
	Public Health Dentistry - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 1.g. demonstrating specialist professional growth and development through research and learning 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 4.2.b. the principles of oral health service delivery 4.2.c. the principles of public health research oral disease prevention at a population level, and 4.2.d. the analysis of oral health needs and services in community and public health settings. 5.1.c. managing complications. 5.2.b. writing reports.
	Public Health Dentistry - 1.g. demonstrating specialist professional growth and development through research and learning 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories.
	Public Health Dentistry - 1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately 1.b. practising with personal and professional integrity, honesty and trustworthiness 1.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health 1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations 1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s 1.f. understanding and applying legislation including that related to record-keeping 1.g. demonstrating specialist professional growth and development through research and learning 1.h. supporting the professional development and education for all members of the dental and/or health community, and 1.i. demonstrating leadership in the profession. 2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment 2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background 2.d. communicating effectively in all forms of health and legal reporting, and 2.e. interpreting and communicating knowledge, skills and ideas. 3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and 3.b. synthesising complex information, problems, concepts and theories. 4.1.e. management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients. 4.2.b. the principles of oral health service delivery 4.2.c. the principles of public health research oral disease prevention at a population level, and 4.2.d. the analysis of oral health needs and services in community and public health settings. 5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests 5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and 5.1.c. managing complications. 5.2.b. writing reports.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Changes have been made to reflect feedback from 2/2023 class in a number of areas including: a) Timing and structure of workshops; b) Structure of weekly 'Open Hour' sessions b) Structure of Assessment 2; c) Structure of Assessment 3; and b) Structure of 'Subject participation' assessment.

Additional information

More information can be found on Canvas.

Additional costs

There are no additional costs for this unit.

Site visit guidelines

There are no site visit guidelines for this unit.

Work, health and safety

There are no specific WHS requirements for this unit.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

HPOL5012: Leadership for Health

Semester 2, 2024 [Online] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

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Useful links

Media

Student links

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