• Understand and describe key concepts, theories and perspectives presented in the course and compare and discuss these critically
• Apply these concepts, theories and perspectives to empirical examples of leadership moments and show how these can assist in making reflected decisions about the enactment of leadership
• Assess and explain which somatic cues are important for leaders to be aware of
• Critically reflect upon the practical and theoretical limitations and implications of the applied concepts, theories and perspectives

The course aims to provide students with knowledge about leadership challenges in contemporary work-life and how these challenges can be addressed by understanding leadership as a collective, contextual and embodied process. That leadership is collective means that the phenomenon of leadership is not bound to a single individual and that designated leaders, therefore, must be as much at home in the leader as in the follower role. That leadership is contextual means that any concrete act of leadership is evaluated against the context in which it occurs. That leadership is embodied means that somatic experiences play a crucial role in guiding how leadership is enacted.

During the course, the students will be presented with a range of leadership theories, which will be re-examined in the light of philosophical ideas, mainly drawn from continental philosophy, and in the light of new results in cognitive science which shows that human cognition is profoundly embodied in nature.

The course will combine concepts from philosophy, cognitive science and leadership theory, and the course will bring these to life through exercises where students are invited to put the concepts, theories and perspectives into practice.

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