MMM192: Developing Inclusive Leadership Skills in Health and Life Sciences

Module code: MMM192

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

Credits: 20

Level: 7

When you’ll be taught: Semester 2

Module convenor: Dr Anna De Amicis, email: a.deamicis2@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

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

Module(s) excluded:

Placement information: NA

Academic year: 2026/7

Available to visiting students: No

Talis reading list: Yes

Last updated: 8 June 2026

Overview

Module aims and purpose

This module explores leadership, management and ethical practice within the health and life science professions. It brings together perspectives from industry (e.g., pharmacy and pharmacology) to help students understand how responsible, people-centred leadership can shape healthcare systems.
Through simulations, case studies, and engagement with practitioners, students will develop skills in communication, teamwork, ethical reasoning and systems thinking. The module has been co-designed with students and industry experts to ensure relevance to current practice and future workforce expectations, aligning with sector needs.
The assessment strategy is designed to support leadership as a developmental process, combining critical analysis with sustained reflective engagement.

Module learning outcomes

1. Critically analyse leadership roles and practices within healthcare, pharmaceutical and life science contexts, with attention to ethical, social and professional responsibilities.
2. Apply systems-thinking and relational leadership frameworks to real-world industry challenges.
3. Critically reflect on their personal leadership identity and development, drawing on experiential learning, simulations and engagement with practitioners.

Module content

The module introduces key concepts in ethical, inclusive and purpose-driven leadership in the health and life science professions. Sessions will cover different topics including for example relational leadership; systems thinking; organisational culture; stakeholder engagement; the ethical, social and regulatory contexts of pharmaceutical work. Themes will also include leadership as care, recognition and misrecognition in professional environments, intersectionality, neurodiversity, and the role of design justice in healthcare settings. The module will also include topics and challenges presented by the industry guest speakers.

Structure

Teaching and learning methods

This is an interactive and practice-informed module that combines lectures, workshops, simulations, role-playing exercises, case analyses, reflective activities and team-based tasks. Students will engage with healthcare practitioners through interviews, guest sessions and applied activities.
The module prioritises experiential, student-centred learning, multimodal reflection, and real-world problem-solving.
Throughout the semester, students will complete structured formative reflective activities linked to weekly themes. These activities will form the developmental basis of the summative portfolio but will not be individually graded. Students will receive feedback to support depth, integration of theory, and progression of reflection.

Study hours

At least 25 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

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): 10% of the total marks available for that piece of work will be deducted from the mark for each calendar day (or part thereof) following the deadline up to a total of three calendar days;
• where the piece of work is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in you Individual Learning Plan), the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan), no penalty shall be imposed;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three calendar days of the deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): no penalty will be applied;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a grade of Fail will be awarded.

Where a piece of work is submitted late after a deadline which has been revised owing to an extension granted through the Assessment Adjustments policy and process (self-certified or otherwise), it will be subject to the maximum penalty (i.e., considered to be more than three calendar days late). This will also apply when such an extension is used in conjunction with a DAS-agreed extension as a reasonable adjustment.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

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.

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.
Through in-class discussions, interactive exercises and group work, students receive peer feedback and feedback from the tutor on their understanding of the subject. This is aimed to support work that needs to be undertaken for the summative assessments.

Reassessment

Additional costs