MSc Leadership for Wellbeing

What you will study

You will study four core modules and self-select a further option module aligned to your interests/needs. If studying full time, all modules will be completed within one academic year, and if studying part time, three modules will be completed in the first year and two in the second. 

Modules

• Contemporary Issues and New Directions in Public Service Leadership (Core): Leading within the public service sector can be both rewarding and challenging. The issues arriving on the agenda of leaders are continually evolving as physical, social, cultural, political, technical and economic environments change. It is vital that leaders are equipped with the knowledge and tools to evaluate, in both breadth and depth, contemporary issues, as well as to spot opportunities to move their service forward and threats that may limit this. This module will start ‘at the beginning’, asking the question, ‘what really matters?’. It will then explore what is happening in the public service sector and the legislative and political contexts, before diving deeply into the nature and causes of contemporary public service issues. This will enable the critical consideration of future directions for public service leadership. 
• Behavioural Science: Theories for Human Behaviour and Behaviour Change (Core): Effective leadership within public services requires a rich understanding of human behaviour and behaviour change. In view of the growing complexity of the issues requiring action, alongside the need to ensure the effectiveness and impact of efforts, the past 15 years have witnessed the increasing use of theory to support learnings from the evidence. ‘Behavioural science’ includes the insights and theories from the disciplines of anthropology, psychology and sociology, which illuminate the workings of human minds and societies. This module will introduce learners to this fascinating and dynamic field, and critically consider how theories can and should be used to underpin policies, strategies, interventions, and leadership practice. 
• Inner and Outer Work for Professional Development and Social Change (Core): Working and leading in public services requires resilience and strong adaptive coping mechanisms to thrive. Workforce wellbeing is a major concern in these sectors, with high levels of physical and mental ill-health and burnout exacerbating pressures and contributing to recruitment and retention problems. At the same time, there is increasing recognition of the potential for ‘inner work’ to catalyse the social change needed to meet national and international wellbeing goals. Learners on this module will be supported to consider the inner qualities, such as compassion, fortitude, and ethical integrity, as well as practical skills and capabilities, that may benefit their leadership practice and be afforded the opportunity to cultivate these through undertaking inner and / or outer work. 
• Evidence-Based Leadership and Practice (Core): The availability of relevant, high-quality evidence is vital for leaders to make effective decisions. We live at a time where there is more and more information available, but the trustworthiness and ethical integrity of it may be unclear or lacking. Those working within public services can require ongoing training to effectively appraise, propose and undertake ethical, original and valuable research in the evolving information landscape. This module will critically consider the contemporary information, data and research context, before exploring how evidence can and should be used in polices, strategies, interventions, and leadership practice. It will then support learners to gain further knowledge as well as practical experience of the research process, from design through to dissemination.   
• Healthy People: Strategies for Health Improvement and Promotion (Option): How can we develop healthy and happy people, communities and nations? How can we design, implement and evaluate impactful policies / strategies / interventions, and disseminate associated learning in the most meaningful ways? What toolkits are available to support our efforts and how can these be used effectively? Drawing upon the learning and insights from evidence, theory and experience, this module will enable learners to develop critical and comprehensive knowledge and understanding of health improvement and promotion at individual, community, national and international levels. 
• Healthy Planet: Climate Action and Sustainable Development (Option): How can we achieve climate / sustainability goals within public services? How can we design, implement and evaluate impactful policies / strategies / interventions, and disseminate associated learning in the most meaningful ways? What toolkits are available to support our efforts and how can these be used effectively? Drawing upon the learning and insights from evidence, theory and experience, this module will enable learners to develop critical and comprehensive knowledge and understanding of climate action and sustainable development at individual, community, national and international levels. 
• Leadership and Practice for Systems Change (Option): How can we understand, change and reimagine complex systems? How can we design, implement and evaluate impactful systems change projects, and disseminate associated learning in the most meaningful ways? What toolkits are available to support our efforts and how can these be used effectively? Drawing upon the learning and insights from evidence, theory and experience, this module will enable learners to develop critical and comprehensive knowledge and understanding of leadership and practice for systems change at individual, community, national and international levels. 
• Leadership and Practice for Social Inclusion and Social Justice (Option): How can we ensure all people have the ability to participate fully within society? How can we promote the fairer distribution of wealth, opportunities, and privileges within society? How can we design, deliver and evaluate inclusive and just policies / strategies / interventions, and disseminate associated learning in the most meaningful ways? What toolkits are available to support our efforts and how can these be used effectively? Drawing upon the learning and insights from evidence, theory and experience, this module will enable learners to develop critical and comprehensive knowledge and understanding of leadership and practice for social inclusion and social justice at individual, community, national and international levels. 

Entry requirements & applying

To study this programme, applicants will normally have attained an undergraduate degree in a relevant subject area, achieving a minimum of a 2:2. Those without an undergraduate degree, or a degree not in a relevant subject area, may be considered for the programmes if they have appropriate (at least 3 years) experience in the field of public service leadership, and be able to demonstrate the skills and qualities necessary to study at postgraduate level. 

All applicants will be required to undertake an ‘entry discussion’ with the Admissions Tutor (or nominated person) for the subject area. The discussion will check applicants’ suitability for their chosen programme and also offer support and guidance regarding modes of study and postgraduate study requirements. 

A Disclosure and Barring Service (DBS) check is not required on entry to this programme. However, if either a learners’ Work Based Learning (WBL) or research involves regulated activity with adults or children a DBS of suitable level and type will then be required. This will be checked and undertaken as part of the WBL / research process. 

Teaching & Assessment

Teaching and Learning Strategy 

This course employs a flexible learning and teaching strategy whereby learners can make their own decisions about how and when to engage with the sessions and activities.  

Learners can self-select to engage with the programme via one of three modes of study: 

• Mode 1, online: Learners study completely online in their own time by watching the recordings from the classroom sessions and engaging in the directed study. This is the best option for distance learners and those not available to attend the live sessions due to work commitments. 
• Mode 2, blended: Learners study by attending some of the classroom sessions live and others by watching the recordings then engaging in the directed study in their own time. This is the best option for learners who know they can attend some, but not all of the live sessions due to work patterns.
• Mode 3, live: Learners study by attending the classroom sessions then engaging with the directed study in their own time. This is the best option for learners who want to learn live in the classroom and are available to do so. 

Most postgraduate study is undertaken alongside other commitments, so it is important that learners choose the best route (full or part time) and award (MSc or PgDip) to suit their needs and availability. For this MSc programme, the following is recommended with regard to the minimum amount of time that should be committed to studying. Please note that the expected time commitments may vary slightly throughout the academic year, with more time required to complete assessments, WBL hours and research activities: 

• Full time Masters over 1 year – learners should be prepared to routinely spend a minimum of 3 days per week studying.  
• Part time Masters over 2 years – learners should be prepared to routinely spend a minimum of 1.5 days per week studying.  

Assessment Strategy 

This programme adopts a compassionate assessment strategy, whereby four core principals ensure the provision of meaningful, learning-orientated and high-quality assessments that give due consideration to learners’ wellbeing: 

• An emphasis on assessment for learning. The modes of assessment and assessment briefs included within this programme are authentic reflections of tasks that those working or leading within public services may need to undertake. Formative assessment opportunities are also available for all summative assessments.
• A manageable and responsive assessment workload. The word counts / durations for the different modes of assessment have been carefully considered to ensure enough ‘space’ for learners to explore the assessment briefs, while not presenting too burdensome a workload. The submission deadlines are also well-spread across the full academic year. 
• A choice, where possible and appropriate, to undertake assessments verbally or in writing. While ensuring learners showcase a range of written and verbal communication skills, some opportunities have been built into the programme for learners to ‘play to their strengths’ by offering the choice to complete assessments via a presentation or written assignment. 
• A careful balance of support and challenge within assessments. The assessment briefs provided are suitably open and challenging, enabling learners to tailor their work where appropriate to their particular interests / needs. At the same time, learners are supported with written and verbal assessment guidance from module tutors and able to access tutorials with module tutors and members of the Learning Skills and / or Inclusion Teams for further guidance.  

Career prospects

Employability Features 

As part of the ‘Inner and Outer Work for Professional Development and Social Change’ module learners will be required to undertake 30 hours of ‘inner’ and / or ‘outer’ Work Based Learning (WBL). Learners will self-select how the 30 hours are allocated between the two forms of work, focusing exclusively on one type if they wish to. 

To ensure learners are suitably guided and supported through their WBL hours, they will be required to develop a learning contract for approval by the Module Leader. Learners will either be allocated, or personally identify, a mentor to oversee their WBL hours. The exact process for this will depend upon the WBL chosen by the learner and learning contract developed. 

For any outer work undertaken, learners will self-select the organisation(s) with which they undertake their WBL hours to enable them to meet their personalised development needs and goals. Learners will receive support from the University and programme team where appropriate to secure their WBL opportunity(ies). In cases where learners wish to undertake their hours within their current place of work, this will be permissible. 

Career Prospects 

Graduates may currently work or go on to work in many different settings, including local or national government, the Civil / Public service or third sector, or National Health Service. Graduates of the course would be well-placed to pursue careers in any of the following areas: 

• Public Services (e.g. Education, Social Care, Social Work – assuming completion of service-specific qualifications)  
• Public Service Leadership
• Civil Service
• Public Health
• Community Health Development
• Behavioural Science
• Doctoral Research
• Policy and Strategy
• Commissioning, Delivery and Evaluation of Health / Public Services
• Reduction of Health Inequalities
• Link Working, Care Navigation and Social Prescribing
• Social Enterprise
• Advocacy 

Fees & funding

You do not have to pay your tuition fees upfront.

The fees you pay and the support available will depend on a number of different factors. Full information can be found on our fees & finance pages. You will also find information about what your fees include in the fee FAQs.

All fees are subject to any changes in government policy, view our postgraduate fees.

Programme specification

You can see the full programme specification here.