MARE530 Leadership in Rehabilitation

Contents and structure

This course reviews theories of leadership and their application in the context of rehabilitation and health promotion programmes for ageing populations globally. It builds students' skills to lead the development and change at the individual, professional, organisational, policy, and system levels. The course deepens student's understanding of relevant policies, organisational and service delivery models, and roles of various stakeholders within international and country specific contexts. Students critically examine roles of users/clients, interprofessional team members, and various sectors in rehabilitation and advocacy, with emphasis on shared decision making, power relationships, user involvement and empowerment. They are introduced to the tools and frameworks, as well as strategies to enable them to critically analyse systems at different levels, collaborate in teams, propose, plan, communicate and negotiate advanced strategic solutions. Through individual and team assignments, students have an opportunity to apply theoretical knowledge to practical problems facing leaders in this field.

Learning Outcome

A student who has completed the course should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge:
The student ...

• has advanced knowledge of leadership theories and their application in various and complex rehabilitation systems at the national and international levels, their governance and organisation
• has thorough knowledge of leadership and its relationship to management
• has thorough knowledge of how various economic, political, social, cultural, and policy factors shape the rehabilitation system development within a specific country and globally
• has advanced knowledge that they can apply individually and in teams to analyse and compare various systems and propose creative and innovative solutions based on a holistic view of rehabilitation

Skills:
The student... 

• can use various analytical tools and frameworks to analyse and critically examine rehabilitation policies and systems, independently and in teams, and to lead the rehabilitation development
• can identify and solve problems, resolve conflicts, make decisions, plan and negotiate strategic solutions, and lead teams
• can motivate and engage users and professionals to participate in decision making process, collaboration and teamwork 

General competence:
The student

• can identify and analyse leadership issues relevant to rehabilitation from various perspectives and within country specific and international contexts
• can apply knowledge of rehabilitation systems to new environments (e.g. country or level of services) in new and innovative ways
• can competently facilitate interprofessional teams and stakeholder collaboration including older adults, next-of kin, volunteers, lay persons and professionals
• can effectively communicate independent and teamwork related to leadership, governance and management of rehabilitation both to specialists and general public, across professions and cultures, locally and globally

Entry requirements

Admitted as exchange student from a partner institution to an elective course, with same admission criteria as to Master in Healthy Ageing and Rehabilitation.

Recommended previous knowledge

None

Teaching methods

Online

• Synchronous sessions
• Asynchronous learning activities
• Individual and group work
• Supervision
• Assigned reading

Compulsory learning activities

The course requirements must be fulfilled in order to take the exam:

1. Participation in online discussions/activities (participation in 75% of asynchronous activities)
2. Team project (written assignment applying theory to a practical problem (1500 words +/- 10%)
3. Individual briefing paper (500 words +/- 10%)
4. Individual reflection paper (500 words +/- 10%)
5. Team presentation during a synchronous session (15 minutes presentation and five minutes for questions and answers)
6. Team presentation (power point presentation of five slides, or three minutes podcast or video, or one page poster, brochure, or infographic)

Fulfilled course requirements are valid for four subsequent semesters. 

Assessment

Individual portfolio consists of new versions:

• Individual briefing paper (1000 words +/- 10%)
• Individual reflection paper (1000 words +/- 10%)
• Team project (written assignment applying theory to a practical problem (2000 words +/- 10%)
• Team presentation (power point presentation of five slides, or three minutes podcast or video, or one page poster, brochure, or infographic)

Students must submit one .pdf document that includes only their individual work (individual briefing paper and individual reflection paper) with two attachments of their teamwork - the team project and the team presentation.

All papers must be passed in order to get the portfolio passed. All students in one team will get the same grade for the teamwork that represents 40% of the total grade. Individual work is worth 60% of the total grade.

Grading scale: 
The grading scale used is A to F. Grade A is the highest passing grade in the grading scale, grade F is a fail.

New exam: 
When the grade F (not passed) is given, the student can improve their portfolio and hand in the whole portfolio for the new exam.

Examination support material

No limitations

More about examination support material