MQM1PSL: Property Strategic Leadership

Module code: MQM1PSL

Module provider: Leadership, Organisations and Behaviour; Henley Business School

Credits: 20

Level: 7

When you’ll be taught: Full year

Module convenor: Dr Ibrahim Dabara Daniel , email: ibrahimdabara.daniel@henley.reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students:

Talis reading list:

Last updated: 11 July 2025

Overview

Module aims and purpose

This module aims to create a degree of comfort and understanding of working in the strategic domain in the context of real estate and property departments and in organisations that are facilitated or enabled by real estate considerations.  It does not aim to create high levels of strategic expertise but rather to equip participants to be active students in the strategy conversation from whichever leadership domain or mindset they occupy- strategic, operational or interpersonal.

This module has two distinct elements which are handled differently.  The first is the strategic domain of leadership.  Its focus is the role, impact and methods deployed in setting strategic direction.  It looks at a wide range of topics from horizon scanning and sense-making to providing purpose, vision and mission before creating organisational strategy. 

The second is real estate strategy per se.  It considers the various ways in which strategy is created, described and communicated citing examples of good practice and those that have proven to be less successful.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Analyze and critically evaluate the activities that lead to the emergence of real estate strategy in any organisation
2. Identify and apply the elements of effective strategy
3. Describe the role of strategy in setting priorities and shaping decisions, including what we will not be doing from now on
4. Synthesize a range of strategic factors to demonstrate how performance targets can be derived
5. Integrate and combine short- and long-term objectives into a practical strategy
6. Understand how organisational and environmental constraints affect strategy decisions
7. Articulate and critically reflect on a vision which engages and aligns key constituents.

Additional outcomes

• Ability to engage with both technical and non-technical people at the same time
• Competence to handle trade-off and conflicting situations in setting objectives
• Effectiveness in managing expectations
• Ability to adapt to change.

Module content

The module will set out the primary colours approach to leadership described in ‘Leadership: no more heroes’ (Pendleton et al 2021) showing the three domains of leadership: strategic, operational and interpersonal.  The module will use case studies to identify examples of good and poor practice in creating and executing strategy.  It will focus initially on the steps taken to move from an external perspective on events to an internally focused strategy on which performance can be based.  It will then switch to a consideration of specific strategy in real estate both in real estate organisations and in those organisations where real estate facilitates the realisation of other organisational goals.

Global context

(where appropriate)

The module will consider the new paradigm of flexible working and the impact COVID had on this issue and the related demand for real estate (e.g., office, retail, housing, etc.). The new environment is also requiring more than ever, the ability to adapt to change as short-term situations may lead to long-term changes.

Structure

Teaching and learning methods

• Independent study and blended learning
• Self-assessment
• Faculty input from subject matter experts
• Plenary and small group discussion
• Peer-to-peer learning
• Practice presentations
• Peer/tutor/stakeholder feedback
• Group coaching
• Reflective writing.

The module is delivered with a blended learning methodology. Firstly, students will access online content containing a brief video, text and references detailing core concepts and guiding them through the learning pathway. Alongside theory, a presentation of case studies will also be include to provide stimulus and support the more detailed analysis of students' own real-world cases.

After directed pre-work, students will attend a three-day workshop, where theoretical concepts will be recalled and inserted within the work and discussion on case studies. Theoretical aspects of strategic decision-making and the leadership tasks required to build alignment and commitment with be considered. As these learners will have experience of the property profession the approach will be to utilise their real-world experience whenever possible.

Particularly, after an exploration of key issues to be analysed and discussed, students will be asked to work in groups and the main lecturer, alongside a facilitator, will support the learning by engaging the groups in teamwork and peer-to-peer learning. Students will also learn how to create a compelling vision and generate engagement and commitment. The group will engage with key stakeholders and develop a deeper appreciation of the qualitative shift in thinking that is required to appreciate the complexity of the system within which they operate. They will critique the requirements of a senior leadership role (e.g., what it means to be a Senior Civil Servant).

After the workshop, students will then be required to apply their learning to one of the main themes and to write an assignment which blends theoretical concepts with real world insight and application.  The group coaching element will facilitate the peer-to-peer learning and develop the critical reflection skills required at this level. Each student will bring their chosen topic to the group and will receive questions, observations, and supportive challenge to deepen their thinking and understanding.  Some group surgery sessions on the content of the written assignment will be provided throughout the following weeks until the assignment hand-in date. Students will be encouraged to keep a reflective journal of some description to aid in the final written assessment which will include a critically reflective element. Students will also learn by applying key concepts in their work environment and the contact points after the workshop will serve as a possibility to verify this action-based learning.

Study hours

At least 20 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

a minimum overall mark of 50% is required to pass the module

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark; 
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs