Postgraduate Course: Fundamentals of Leading Digital Transformation (HEIN11064)
Course Outline
| 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 |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The course introduces the core elements of digital transformation, including envisioning, strategic development, digital maturity, and service redesign. It will include critical evaluation of theories, evidence, case studies and practical tools relevant to digital transformation, leadership and change management that will provide students with the knowledge and skills required for successful digital transformation in the health, care, and housing sectors. |
| Course description |
1) Academic description Digital transformation in health and care depends on a wide range of factors. These include strategic development, service redesign, managing organisational culture and structures, management models (policies, practices, and processes), tools and technologies, behavioural and attitudinal change in service users and other stakeholders. This course highlights the importance of effective leadership, understanding organisational contexts, workflows and routines, and user cultures and preferences when designing, planning, and implementing digital transformation. It offers practical tools and strategies for learners to enable successful adoption, scalability, and sustainability of digital transformation and to enable innovation and informed decision making for current and future health and care services.
2) Outline Content This course introduces the main theories and concepts associated with digital transformation, leadership, change management and communication and relates them to the digital transformation of health and care services. The course introduces the key concepts of digital transformation, it explores the drivers, barriers, and facilitators of digital transformation, and offers and overview of digital implementation challenges affecting health and social care delivery. Thus, by highlighting how digital transformation can benefit both professionals and citizens to enable the delivery of high quality, person-centred, efficient, sustainable health, and care services. The course further explores effective leadership approaches and capabilities of both leaders and their teams, using reflection and collaborative approaches including, co-production and networking opportunities. It explores theoretical foundations regarding change management and communication, exploring organisational readiness for change and digital transformation in the work environment and signposts to evidence-based methods and tools to support effective change management approaches. Throughout the course we will be drawing on examples from the evidence and health and care services.
3) Student Learning Experience Students will learn from experts who work in or teach about leading and managing digital transformation. The course will clearly set the proposed learning objectives, learning resources, learning strategies and ways to capture evidence of achievement. Students will be expected to identify a suitable and willing mentor, within their work environment, to support them along the learning pathway. This will involve articulating a learning contract that stipulates expected commitment and input from the learner and their mentor. The course content is delivered online and is divided into four two week and one week sessions/topic areas including a reading week. Teaching sessions will be composed of written materials and video presentations, accompanied by guided reading in the form of links to journal articles and other web-based resources. These include national and international reports, policies and strategies, with the knowledge gained being used in conjunction with reflective exercises and problem-based learning questions. Discussion of the content and reading materials will be posted to an online forum, along with students' answers to the problem-based learning questions. Course tutors will moderate discussion boards. Summative assessment feedback will be provided at the end of the course. Students will be graded on a recorded presentation related to a digital transformation and a group project related to a choice of topic from either leadership or change management. They will also be expected to maintain a reflective account of their learning for the group project.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | Students will be responsible for their computer equipment and internet access. |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
|
| Academic year 2024/25, Available to all students (SV1)
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Quota: None |
| Course Start |
Flexible |
| Course Start Date |
16/09/2024 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 10,
Seminar/Tutorial Hours 2,
Online Activities 70,
Feedback/Feedforward Hours 10,
Formative Assessment Hours 10,
Revision Session Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
92 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
A voice over poster presentation
Group Work |
| Feedback |
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, and discussion boards. Students summative assessed course work will be marked, and feedback is provided within fifteen working days (where possible). |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate and apply a critical understanding of digital transformation and its core elements, including visioning, strategy, defining outcomes, organisational change, and service redesign.
- Apply logical, analytical, and problem-solving skills to influence successful digital transformation through within and across the health and care services.
- Critically reflect on available theories, evidence, application, and experience of leading and managing digital transformation within and across the health and care services.
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Reading List
Essential A more detailed reading list, which will include articles, will be provided for each topic at the beginning of each week.
Vial G. (2019) Understanding digital transformation: A review and a research agenda. The Journal of Strategic Information Systems. 28 (2).
Matt, C, Hess, T, Benlian A. (2015) Digital Transformation Strategies. Business & Information Systems Engineering. 57. Schallmo, D., Williams, C.A., Boardman, L. (2017) Digital transformation of business models best practice, enablers, and Roadmap. International Journal of Innovation Management. 21( 8).
Aanestad, M., Grisot, M., Henseth, O. (2017) Information Infrastructures within European Health Care. Springer.
Mozaffar, H., Williams, R., Cresswell, K., Morrison, Z., Bates, D., Sheikh, A (2016) The evolution of the market for commercial computerized physician order entry and computerized decision support systems for prescribing, Journal of the American Medical Informatics Association, Volume 23, Issue 2, Pages 349¿355.
Cresswell K, Sheikh A, Franklin BD, Krasuska M, The Nguyen H, Hinder S, Lane W, Mozaffar H, Mason K, Eason S, Potts H, Williams R. (2020) Interorganizational Knowledge Sharing to Establish Digital Health Learning Ecosystems: Qualitative Evaluation of a National Digital Health Transformation Program in England; J Med Internet Res 2021;23(8):e23372
Mozaffar H, Cresswell KM, Williams R, et al. (2017) Exploring the roots of unintended safety threats associated with the introduction of hospital ePrescribing systems and candidate avoidance and/or mitigation strategies: a qualitative study; BMJ Quality & Safety 2017;26:722-733.
Tumbas, S, Berente, N, vom Brocke, J (2018) Three Types of Chief Digital Officers and the Reasons Organizations Adopt the Role. MIS Quarterly Executive. 16(2).
Cameron, E., & Green, G. (2020). Making Sense of Change Management: A complete guide to the models, tools, and techniques of organizational change. (5th ed.). London: Kogan Page
Gill, R. (2011). Theory and Practice of Leadership, (2nd ed.). London, Sage Publications.
Northhouse, P. (2013). Leadership: Theory and Practice. (6th ed.). Sage Publications.
West, M. (2012). Effective Teamwork: Practical Lessons from Organizational Research. (3rd ed.). Malden, BPS Blackwell.
Desirable
Bason, C. (2010). Leading public sector innovation: co-creating for a better society. Bristol University Press.
Goleman D. (2013). The Emotionally Intelligent Leader. Boston: Harvard Business Review Press.
Stein, E. (2013) Organisational Culture and Leadership. Boston: Harvard University Press.
Motschnig R, & Nykl, L. Person-centered Communication: Theory, Skills, and Practice. Maideenhead: Open University Press. Osborne S., & Brown, K. (2005) Managing change and innovation in public service organisations.
Weberg D., & Davidson, S. (2021) (Eds.). Leadership for Evidence Based Innovation in Nursing and Health Professions. (2nd ed.). Jones & Bartlett Learning. |
Additional Information
| Graduate Attributes and Skills |
1) Mindsets
Enquiry and lifelong learning
Students on this course will promote personal commitment to continuing professional development. They will be encouraged to seek out ways to develop their expertise in leadership and change management through exploration, challenging, reflecting, and practicing existing and acquired knowledge and skills. They will also be encouraged to strive for excellence in their professional practice and to use knowledge, evidence, and research as integral to their decision making, as it relates to developing, planning, and implementing digital transformation.
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. They will promote the recognition of the skills and capabilities of the informatics workforce in the health and care services. Students will also be encouraged to understand their responsibility within and contribute positively, ethically, and respectfully to the health and 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 or experience to engage with and enhance the learning of other students on the programme. Students will also be asked to reflect on the experience of their peers and identify opportunities to enhance their learning.
2) Skills
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.
Personal effectiveness
Students will need to be effective and proactive learners that can reflect and 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.
Communication
Effective leaders in the health and care services require excellent oral and written communication, presentation, and interpersonal skills. The structure of the interactive (reflective exercises, problem-based learning examples, discussion boards and collaborative activities) and assessment elements incorporate constant reinforcement and development of these skills. |
| Special Arrangements |
This course will be taught online using the Learn virtual learning environment. All course materials are protected by secure username and password access. |
| Keywords | Digital transformation,New value creation,Leadership |
Contacts
| Course organiser | Dr Hajar Mozaffar
Tel: (0131 6)51 5007
Email: Hajar.Mozaffar@ed.ac.uk |
Course secretary | Mr Matthew Newlands
Tel:
Email: Matt.Newlands@ed.ac.uk |
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