Postgraduate Course: Managing and leading data-driven innovation (HEIN11042)
|School||Deanery of Molecular, Genetic and Population Health Sciences
||College||College of Medicine and Veterinary Medicine
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Online Distance Learning
||Availability||Available to all students
|Summary||The course introduces the core elements of leadership and organisational management using theoretical applications and practice-based scenarios. It will include critical evaluation of case studies relevant to data science, providing students with the knowledge and skills required for leading and managing change in the health, social and care services sector.
Successful implementation of data-driven innovation depends on managing organisational culture and structures, management models (policies, practices and processes), tools and technologies, behavioural and attitudinal change in service users and other stakeholders within and across health, social and care services systems. This course highlights the importance of effective leadership, understanding organisational contexts, workflows and routines, and user cultures and preferences when designing, planning and delivering data-driven health, social and care services.
This course introduces the main theories and methods from the management and organisational sciences relevant to health, social and care services. It explores management and effective leadership in data-driven innovation, drawing on examples from the health, social and care services sector. In later weeks, the course will focus on case studies from the health and social services sector and data science; involving service user data. Students will use these case studies to learn how to make complex decisions based on incomplete data or contested information with uncertain consequences about effective leadership and what is needed to manage and appraise change effectively.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2021/22, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 5,
Seminar/Tutorial Hours 1,
Online Activities 35,
Feedback/Feedforward Hours 5,
Formative Assessment Hours 5,
Revision Session Hours 1,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
||Feedback is information provided to the students about their learning relative to learning outcomes. The two main types of feedback are formative and summative. Formative feedback is generated to engage learners to constantly reflect on how they can approach, orient and evaluate learning, which leads to successful learning outcomes. Summative feedback provides an evaluation of how much a student has learned at the end of the course through a final assessment.
Formative feedback will be provided throughout the course, for example, during live question and answer sessions, quizzes, and discussion boards. A formative task will also be offered before the student submitting their summative assessed course work. All assignments will be marked, and feedback is provided within fifteen working days (where possible).
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate and apply a critical understanding of leadership and organisational change management principles and the challenges and blockers in leading and managing data-driven innovation.
- Apply logical, analytical and problem-solving skills to design practical leadership and change management approaches to influence change in data-driven innovation within and across the health, social and care service sector.
- Critically reflect on decision making and problem-solving skills in leading and managing data-driven health, social and care services.
S.P. Osborne and K. Brown (2005) Managing change and innovation in public service organisations.
C. Bason (2010) Leading public sector innovation: co-creating for a better society.
C. Rossignoli, M. Gatti and R. Agrifoglio (2015) Organizational innovation and change: managing information and technology.
V. Ratten (2020) Entrepreneurship and organisational change: managing innovation and creative capabilities.
|Graduate Attributes and Skills
Enquiry and lifelong learning
Students on this course will be encouraged to seek out ways to develop their expertise in leadership and change management. They will also be encouraged to strive for excellence in their professional practice and to use established and developed approaches to resolve statistical issues as they arise in health and social care systems.
Aspiration and personal development
Students will be encouraged to draw on the quality, depth and breadth of their experiences to expand their potential and identify areas they wish to develop and grow. Students will also be encouraged to understand their responsibility within and contribute positively, ethically and respectfully to the health and social care community while acknowledging that different students and community members will have other priorities and goals.
Outlook and engagement
Students will be expected to take responsibility for their learning. Students will be asked to use their initiative and experience, often explicitly relating to their professional, educational, geographical or cultural context to engage with and enhance the learning of students from the diverse communities on the programme. Students will also be asked to reflect on the experience of their peers and identify opportunities to enhance their learning.
Research and enquiry
Students will use self-reflection to seek out learning opportunities. Students will also use the newly acquired knowledge and critical assessment to identify and creatively tackle problems and assimilate the findings of primary research and peer knowledge in their arguments, discussions and assessments.
Personal and intellectual autonomy
Students will be encouraged to use their personal and intellectual autonomy to critically evaluate learning materials and exercises. Students will be supported through their active participation in self-directed learning, discussion boards and collaborative activities to critically evaluate concepts, evidence and experiences of peers and superiors from an open-minded and reasoned perspective.
Students will need to be effective and proactive learners that can articulate what they have learned, and have an awareness of their strengths and limitations, and a commitment to learning and reflection to complete this course successfully.
Effective data scientists' practitioners in the health and social care sector require excellent oral and written communication, presentation and interpersonal skills. The structure of the interactive (problem-based learning examples, discussion boards and collaborative activities) and assessment elements incorporate constant reinforcement and development of these skills.
|Course organiser||Dr Mairead Bermingham
|Course secretary||Miss Magdalena Mazurczak