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.lums.lancs.ac.uk/departments/DML
www
Structure
Special Interests – attention is placed on the ‘special interests’ of
The programme is specifically designed for part-time participants
participants, and how they might be used to determine the focus
attending from any part of the world. Participants attend six
of their dissertations. In addition the issues associated with research
workshops (1 x 5 days plus 2 x 4 day workshops in the first year and inquiry that participants might expect to encounter in carrying
followed by a further 2 x 4 workshops and final 2 day workshop in out their dissertation work and research are re-visited.
the second year). These are interspersed with both face-to-face and
on-line set meetings. MA in Leadership for Sustainability
Workshops
Director of Studies: Professor Judi Marshall and Dr Carole Elliott.
There are no set readings or syllabus. Instead, participants are
Duration: 24 months part-time.
encouraged to choose the topic, perspective and research methods
Entry Requirements: An upper second class honours degree, or
most appropriate to them or their organisations, within the overall
equivalent plus several years relevant work experience.
domain of management learning and leadership.
Assessment: Combination of coursework assignments and
dissertation. ning and Leadership
The workshops are devised around the following themes:
IELTS: 7.0 or TOEFL 600 (paper-based test), 250 (computer-based test),
100 (internet-based test).
Learning Communities – the philosophy and design of the
Funding: Self or employer sponsored. Departmental Scholarships
programme is explored and considered in the terms of participants’
available - see also page 196.
professional and personal expectations in relation to their studies.
Further Information:
www.lums.lancs.ac.uk/departments/DML
Participants are invited to exchange ideas on how they have come
to ‘know’ their communities of practice, with an eye to challenging
existing assumptions about learning and, more specifically, the
The MA in Leadership for Sustainability is for people who are
nature, purpose and characteristics of managing and management
already convinced of the need to attend to climate change,
learning and leadership within contemporary organisations.
sustainability, social justice and corporate responsibility, and are
taking leadership of some kind to contribute to change. Some
Research and Inquiry Processes – provides an introduction to the
participants will already be working in corporate responsibility and Management Lear
different philosophies, methodologies and practicalities of carrying
sustainability roles, and will use the programme to enhance their
out research upon issues related to management learning and
effectiveness in leading change. Others will want to develop their
leadership. The aim is to help participants become aware of the
careers in these directions. The MA’s highly participative learning
variety of research methods on offer, and to give opportunities to approach is based on action research. Networked learning is a
both consider and practise the different modes of inquiry. significant element of the degree which includes two online
workshops. Participants develop their own practice throughout the
Social and Political Dynamics – all learning and work is situated programme.
and takes place in social, political and cultural contexts. The impact
and importance of the macro and micro dynamics of such contexts Our MA is cohort based - this means that each intake of
is emphasised and participants are invited to analyse, through
participants works actively to become a community of learning that
different social, political and cultural theories and perspectives, the
offers robust support and challenge to each other. The MA benefits
processes and structures at work in shaping a range of different
greatly from Lancaster University’s many researchers studying
ideas and dynamics.
sustainability issues from different disciplines and who are drawn
upon as speakers.
Individual and Organisational Learning – explores how socio-
Management School:
cultural, economic and political and technical chances have
impacted on learning and educational practices at the individual and
organisational level.
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