Coaching in Context

• Credit value: 15 credits at Level 7
• Convenor: Janet Steath
• Assessment: coursework of 3000 words (100%)

Following an introduction to the main coaching paradigms in Coaching in Practice, in this module we tackle the pertinent social and political contextual issues that will face the contemporary coach.

Rather than looking at the coaching dyad in isolation, the main emphasis in this module is to contextualise the work in the context of evidence frameworks, organisational systems and practices which position organisations as political arenas. We will also focus on considering the impact that coaching may have on wider social systems.

Indicative syllabus

• Introduction: coaching in wider contexts 


• Coaching in organisations: systems psychodynamic perspective
• Executive and leadership coaching
• Group coaching
• The politics of coaching: social justice
• Career coaching in context
• Wellbeing coaching and neuro inclusion
• Coaching in organisational change
• Evaluating coaching in context

By the end of this module, you will be able to:

• recognise and establish the organisational context, strategy, culture and processes for coaching at different levels
• understand group process theory and how this can be incorporated in group coaching practice
• incorporate a systems psychodynamic view of coaching in organisations
• critically explore the role of coaches as part of organisational change
• reflect on the systemic skills and knowledge applied in Executive, Leadership and Career Coaching
• understand the role and boundaries of coaching as part of wellbeing and neuro-inclusive interventions
• undertake continuous coach development
• work within an organisational context
• appreciate the political and social role which coaches may take up within existing structures
• assess and interpret the possibilities and limitations of different research modalities and their relevance to coaching
• critically analyse and evaluate published research relevant to coaching psychology and career coaching.