Leadership Style, Power and
Authority for Students

by XXX XXXX

Submission date: 08-Feb-20XX 04:02PM (UTC+0000)
Submission ID: 1XXXXXXX

File name: Leadership_Style,_Power_and_Authority_for_Students.docx (227.88K)
Word count: 2701
Character count: 15033

Extension Form

Extension to Coursework Application
I. Th form should be used by &ludenlo requeobng up lo 14 days eodenaion lo a deedhna !Of an aueasmenl

component. Follow ep• A to C below – edens,ona beyond thio dale w,I only be gras,ted ,n e..,.,pt,onal
c.rcum&lancea. For eiten51011& m excess of 15 day,,, the student •• advised lo apply for defarral by subnwttw,g an
Extenuating Ctrcunetances Form.

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Unde,graduate Awards for unde,graduate atudenta, and the T111J9hl f>oatgraduate Ptogrammea UnJYe<aity
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4. Relevant evidence should be presented lo the Module Tutor wllh this app,cat,on.

A Complete parts 1·10 of the form prior l o seeing Iha module lulor.

Student Information

1 Surname XXXX
2 First Name XXXX
3 10 Number

Ptogramme Information

4 Programme Name

5 Year/1.eYel

8 campus/Auoclate College Leicester

Module Information

7 Module Code

8 Module Name

9 A H M a m e n t Component

10 Original Deadline Data

ENTE3522

Perspectives on creative leadership

Reflective essay

B Take Iha form 10 Iha Module ruror• 10 derennlne the lengrh of rhe extension and sign (11·1 .

11 New D N d l l n e Dale

12 s t a n Name Signature Date Agreed XX XX XXXX

C Subm r the coursework rogether with Iha top copy of rhls form, plus the usual coursework co�•r
In the normal manner for the submission of coursework.

• Prior lo “gnrig, the Module Tutoe should ensure the Module Lead.,, would agree r, principle lo such exlen51011&.

Where an e”1ellSIOl1 •• granted, f lure lo meet the naw dead ne dat w,U reou ,n penalbes es outined ,n the Handbook
and Regulat,ons foe Undergraduate Awards foe under9raduat atud<H1ta, and the Taught Postgraduate Prograrnmea
UnNe<Slty Regulat,ona lor postgraduate atudenta.

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FINAL GRADE

XX/100

Leadership Style, Power and Authority for Students
GRADEMARK REPORT

GENERAL COMMENTS

Instructor

Brilliant analysis and concluding remarks. There is
room for improvement in analytical and conclusion
part where you can contribute to the literature you
positioned yourself that is student leadership.
More in voice comments. Anything not clear just
let me know I can explain further. Very weldone! 

A voice comment was left for this paper.

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Comment 1

You should make sure you explicitly spell out&use the concepts from your chosen theoretical
framework for instance – symbolizing professional values-from the framework seemed very
applicable to some examples you provided but I cannot be sure if you refer to this concept
or not.   

Comment 2

This is a brilliant reflection well suppported with the literature.  How carisma and experrt
power have been manifested in your case could be  fleshed out more in details.

I think you should have taken up this discussion of power-leadership even further.

Perhaps in conclusions?

Comment 3

You have not defined and worked out this concept at all just mentioned in the beginning. So
plese do not bring new concepts or concepts that you havent used in your analysis in the
conclusion part. It feels very disconcerting in academic sense.

Comment 4

no comment

Comment 5

I am not so sure about how charisma is defined and used in your case as well. Please make
sure you define the concepts well in advance and then demonstrate how they manifested
themselves in illustrative cases&examples until coming ti the end making generalizations
through&over them. 

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RUBRIC: ENTE3522-REFLECTIVE ESSAY

INTRODUCTION (10%)

NON-REFLECTIVE
LEADER
(1)

REFLECTIVE NOVICE
(2)

AWARE LEADER
(3)

REFLECTIVE LEADER
(4)

STRUCTURE (20%)

NON-REFLECTIVE
LEADER
(1)

REFLECTIVE NOVICE
(2)

AWARE LEADER
(3)

REFLECTIVE LEADER
(4)

RELEVANCE (10%)

NON-REFLECTIVE
LEADER
(1)

REFLECTIVE NOVICE
(2)

AWARE LEADER
(3)

REFLECTIVE LEADER
(4)

ANALYSIS (20%)

3.60 / 4

4 / 4

No Introduction

Introduction briefly introduces some of the practical/managerial or personal
relevance

Introduction states practical/managerial or personal relevance

Introduction states practical/managerial and personal relevance as well as
theoretical motivation/justification.

3 / 4

Clarity and structure in organizing and presenting the key themes of the chosen
topic is poor. Language is unclear and confusing throughout. Concepts are either
not discussed or are presented inaccurately.

There is room for better Clarity and structure in organising and presenting the key
themes of the chosen experience. There are frequent lapses in clarity and
accuracy

Clarity and structure in organising and presenting the key themes of the chosen
experience is good.Minor, infrequent lapses in clarity and accuracy.

The language is clear and expressive. The reader can create a mental picture of
the experiental situation being described. Abstract concepts are explained
accurately. Explanation of concepts makes sense to an uninformed reader.

4 / 4

Most of the reflection is irrelevant to student and/or assignment brief &learning
goals

Student makes attempts to demonstrate relevance, but the relevance is unclear to
the reader.

The learning experience being reflected upon is relevant and meaningful to
student and/or assignment brief &learning goals.

The learning experience being reflected upon is relevant and meaningful to
student and/or assignment brief & learning goals.

4 / 4

NON-REFLECTIVE
LEADER
(1)

REFLECTIVE NOVICE
(2)

AWARE LEADER
(3)

REFLECTIVE LEADER
(4)

INTERCONNECTI (10%)

NON-REFLECTIVE
LEADER
(1)

REFLECTIVE NOVICE
(2)

AWARE LEADER
(3)

REFLECTIVE LEADER
(4)

CRITICAL ART (20%)

NON-REFLECTIVE
LEADER
(1)

REFLECTIVE NOVICE
(2)

AWARE LEADER
(3)

REFLECTIVE LEADER
(4)

FORMAT/REF (10%)

Reflection does not move beyond description of the learning experience(s).

Student makes attempts at applying the learning experience to understanding of
self, others, and relevant leadership concepts but fails to demonstrate depth of
analysis.

The reflection demonstrates student attempts to analyse the experience but
analysis lacks depth.

The reflection moves beyond simple description of the experience to an analysis of
how the experience contributed to student understanding of self, others, and
leadership frameworks/concepts.

4 / 4

No attempt to demonstrate connections to previous learning or experience.

There is little to no attempt to demonstrate connections between the learning
experience and previous other personal and/or learning experiences.

The reflection demonstrates connections between the experience and material
from other research; past experience; and/or personal goals.

The reflection makes creative and rigorous connections between the experience
and material from other research; past experience; and/or personal goals.

3 / 4

Not attempt at self-other-theoretical criticism.

There is some attempt at self-criticism, but the self-reflection fails to demonstrate
a new awareness of personal, contextual and/or theoretical assumptions or biases,
etc.

The reflection demonstrates ability of the student to question their own biases,
stereotypes, preconceptions as well as contextual and/or theoretical assumptions
or biases, etc.

The reflection demonstrates ability of the student to question their own biases,
stereotypes, preconceptions, and/or assumptions and contextual and/or
theoretical assumptions or biases, etc. which define new modes of thinking as a
result.

4 / 4

NON-REFLECTIVE
LEADER
(1)

REFLECTIVE NOVICE
(2)

AWARE LEADER
(3)

REFLECTIVE LEADER
(4)

Poor presentation throughout in terms of word count, grammar/spelling, proper
use of figures, tables and/or appendices and accurate referencing (DMU Harvard
Style)

Some consideration of word count, grammar/spelling, proper use of figures, tables
and/or appendices and accurate referencing (DMU Harvard Style)

Proper application of word count, grammar/spelling, proper use of figures, tables
and/or appendices and accurate referencing (DMU Harvard Style)

Excellent presentation throughout in terms of of word count, grammar/spelling,
proper use of figures, tables and/or appendices and accurate referencing (DMU
Harvard Style)