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2010/2011  KAN-CLKE  Leadership and Communication

English Title
Leadership and Communication

Course Information

Language English
Point 15 ECTS (450 SAT)
Type Mandatory
Level Full Degree Master
Duration One Quarter
Course Period Spring
Time Table Please see course schedule at e-Campus
Study Board
Study Board for BSc/MSc in Business Administration and Organizational Communication
Course Coordinator
  • Dan Kärreman - Department of Intercultural Communication and Management
Main Category of the Course
  • Communication
  • Organization
  • Management
  • Management of Information and Knowledge Management
Last updated on 29 maj 2012
Learning Objectives
At the exam, the student must demonstrate the ability to:
  • Understand the primary communication-based challenges for contemporary leadership & management
  • Understand and discuss key analytical models, concepts and theories on leadership, management and communication from the course
  • Apply models, concepts and theories from the course to a practical leadership/management-oriented context in a solution-based manner
  • Identify and compare and contrast relevant theories and discuss these from a critical perspective
  • Integrate the readings and other materials from the course with the aim of providing a synthesis of the course contents in a theoretical and applied (practical) meta-perspective
Leadership and Communication
Marking Scale 7-step scale
Censorship External examiners
Exam Period Summer Term
The examination is conducted as an individual oral examination (20 minutes) based on a case report of a maximum of 25 pages produced in groups consisting of 2-3 students. If a student writes alone the case report must be 12 pages. A group cannot deviate from a maximum of 3 students in a group without the approval of the Study Board. The report is included in the assessment.

Re-Examination: Students who did not passed the regular oral examination, attends a new individual oral examination based on the existing project plus an additional 3 supplementary pages. For guidance in this respect, both examiners will within eight working days of the oral examination submit a written critique of the respective student performance and specify the supplementary material needed. Make-up Examination: The examination takes same form as the regular. Students who due to sickness, were not able to attend the regular examination, but have produced a group based case report, attends an individual oral examination based on the existing case report. Students who due to sickness, were not able to hand in a case report, must submit a case report prior to their individual oral examination.
Prerequisites for Attending the Exam
Course Content

The course aims to introduce a number of analytical themes and practical methods related to communication and leadership theories. The course objectives are as follows:

- to develop a conceptual framework and analytical competences in communication and leadership theories

- to develop an understanding about the intersection and relationship between communication and leadership in conceptual as well as practical terms

- to relate practically/concretely and reflexively to central concepts, themes and models in the study and application of leadership and communication in an international context.

Teaching Methods
In this course a number of analytical themes related to leadership and communication are presented. Students are introduced to perspectives on leadership and communication, which are related to the international communicative tasks of the company and its internal as well as external context. These include: Leadership as communication, leadership as a social construction, critical and alternative approaches to leadership, leadership in a global world, women in leadership and leadership in groups and teams. This is followed throughout the course, and concretely in the international oriented case-work that students in groups will work on during the course. The purpose is to develop a conceptual framework and analytical competences as well as relate practically/concretely and reflectively to the central concepts, themes and models in the course literature.

Two workshops with guests from the case companies are built into the progression of the course.
Student Workload
Lectures 40 hours
Case 6 hours
Preparations 204 hours
Exam Preparations 200 hours

Students are asked to buy:

Alvesson, M & A. Spicer (2011) Metaphors we lead by: Leadership in the real world London Routledge

Jackson, B., & Parry, K. (2008). A very short, fairly interesting and reasonably cheap book about studying leadership. Los Angeles: Sage.

Remaining material can be found on the CBS library database or will be posted on Sitescape (readings on Sitescape marked with *).

*Grint, K. (2005). Problems, problems, problems: The Social Construction of Leadership. Human Relations, 1467-1494

*Fairhurst, G. (in press). The Power of Framing: Creating the Language of Leadership. Preface + Chap. 1

*Fairhurst, G. (in press). The Power of Framing: Creating the Language of Leadership. Chap. 2

*Fairhurst, G. (in press). The Power of Framing: Creating the Language of Leadership. Chap. 3+4

*Golden-Biddle, K & Locke, K. (1997) Composing Qualitative Research, Chaps. 2 + 3. Thousand Oaks: Sage

Yanow, D. (1995). Writing organisational tales: Four authors and their stories about culture, Organisation Science, 6(2), p. 225-23

*Yin, R. K. (2008), Case study research: design and methods", chap. TBA

*Fairhurst, G. T., & Grant, D. (2010). The social construction of leadership: A sailing guide. Management Communication Quarterly, 23(4).

*Barge, K. J., & Tourish, D. (2010). An exchange of letters: ‘What can a specifically social constructivist perspective bring to bear on what must be one of the most studied subjects in human history?’Management Communication Quarterly, 23(4).

*Grint, K., & Jackson, B. (2010). Towards ‘Socially Constructive’ Social Constructions of LeadershipManagement Communication Quarterly, 23(4).

*Carroll, B. & Levy, L. (2010) Leadership Development as Identity Construction, Management Communication Quarterly, 23(4).

*Liu, H. (2010) When leaders fail: A typology of failures and framing strategies, Management Communication Quarterly, 23(4).

*Gordon, R. D. (2010). Dispersed leadership: Exploring the impact of antecedent forms of power using a communicative framework

Tourish, D. (2008). Challenging the Transformational Agenda: Leadership Theory in Transition?, Management Communication Quarterly 21,4: 522-528.

Sveningsson,S.,&Larsson,M.(2006).Fantasies of leadership: Identity work. Leadership, 2(2), 203‐224.

Alvesson, M. and Stefan Sveningsson (2003). The great disappearing act: Difficulties in doing ‘leadership. Leadership Quarterly 14: 359–81.

Alvesson, M. & Svenningsson, S. (2003). “Managers doing leadership: The extra-ordinarization of the mundane”, Human Relations, Vol. 56(12).

Zoller, H. M., & Fairhurst, G. T. (2007). Resistance leadership: The overlooked potential in critical organization and leadership studies.Human Relations, 60, 1331-1360.

Kramer, M. (2006). Shared leadership in a community theater group: Filling the leadership role. Journal of Applied Communication Research, 34, 141-162.

Buzzanell, P. M., Ellingson, L., Silvio, C., Pasch, V., Dale, B., Mauro, G., Smith, E., Weir, N., & Martin, C. (1997). Leadership processes in alternative organizations: Invitational and dramaturgical leadership. Communication Studies, 48, 285-310.

Clarke, M. (2006). The study of the role of “representative” leadership in stimulating organization democracy. Leadership, 2, 427-450.

Frye, J. L., Kisselburgh, L., & Butts, D. (2007). Embracing spiritual followership. Communication Studies, 58, 243-260.

*Godshak, V., & Sosik, J. (2007). Mentoring and leadership: Standing at the crossroads of theory, research, and practice. In B. R. Ragins & K. E. Kram (Eds.), The handbook of mentoring at work: Theory, research, and practice (pp. 149-177). Thousand Oaks, CA: Sage.

Jackson, B., & Parry, K. (2008). A very short, fairly interesting and reasonably cheap book about studying leadership. Los Angeles: Sage. (Chapter 6)

Hale, J. R., & Fields, D. L. (2007). Exploring servant leadership across cultures: A study of followers in Ghana and the USA. Leadership, 3, 397–417.

*Connaughton, S. L., & Daly, J. A. (2005). Leadership in the new millennium: Communication beyond temporal, spatial, and geographical boundaries. In P. Kalbfleisch (Ed.), Communication yearbook, 29 (pp. 187-213). Mahwah, NJ: Lawrence Erlbaum

Boldnen, R., & Kirk, P. (2009). African leadership: Surfacing new understandings through leadership development. International Journal of Cross Cultural Management, 9(1), 69‐86.

Sarros, J. C., Cooper, B. K., & Santora, J. C. (2008). Building a climate for innovation through transformational leadership and organizational culture. Journal of Leadership and Organizational Studies, 15(2), 145‐158.

Ospina, S., & Su, C. (2009). Weaving color lines: Race, ethnicity, and the work of leadership in social change organizations. Leadership, 5(2), 131‐170.

Ford, J. (2006). Discourses of leadership: Gender, identity and contradiction in a UK public sector organization. Leadership, 2(1), 77‐99.

Eagly, A. H., & Carli, L. L. (2007). Women and the labyrinth of leadership. Harvard Business Review, 85 (9), 63-71.

Embry, A., Padgett, M. Y., & Caldwell, C. B. (2008). Can leaders Step outside of the gender box? Journal of Leadership and Organizational Studies, 15(1), 30‐45.

**Buzzanell, P. M., Meisenbach, R., & Remke, R. (2008). Women, leadership, and dissent. In S. Banks (Ed.), Dissent and the failure of leadership. Northampton, MA: Edward Elgar Publishing Inc. (New Horizons in Leadership Studies Series, series editor Joanne Ciulla).

**Fine, M. G., & Buzzanell, P. M. (2000). Walking the high wire: Leadership theorizing, daily acts, and tensions. In P. M. Buzzanell (Ed.), Rethinking organizational and managerial communication from feminist perspectives (pp. 128-158). Thousand Oaks, CA: Sage.

Jablin, F. M. (2006). Courage and courageouscommunication amongleaders and followers ingroups, organizations, andcommunities. Management Communication Quarterly,20, 94-110.

Kayworth, T. R., & Leidner, D. E. (2002). Leadership effectiveness in global virtual teams. Journal of Management Information Systems, 18, 7-40.

Connaughton, S. L., & Shuffler, M. (2007). Multinational multicultural distributed teams: A review and future agenda. Small Group Research, 38, 387-412.

Jackson, B., & Parry, K. (2008). A very short, fairly interesting and reasonably cheap book about studying leadership. Los Angeles: Sage. (Chapter 7)