| Learning objectives |
To achieve the grade 12, students
should meet the following learning objectives with no or only minor
mistakes or errors: At the end of the course students should be
able to:
- Analyse the cases assigned, and individual elements of those
cases, from the practical, theoretical, and critical perspectives
introduced in the course, and explain the assumptions behind those
perspectives
- Compare and contrast relational and contextual approaches to
leadership with approaches that emphasize the skills and actions of
individual leaders, and explain how these perspectives apply to the
cases assigned.
- Use the case materials assigned in the course to provide
concrete examples of effective (and ineffective) approaches to
leadership in a variety of organizational, international, and
regional situations, and to address key debates in the academic
research on leadership
- Use the case materials assigned in the course to support
definitions of the concept of leadership, and to present practical
examples of the ways in which the notion of leadership, as well as
particular leadership styles and approaches, compare
across
|
| Examination |
|
Leadership:
|
| Exam
ECTS |
7,5 |
| Examination form |
Home assignment - written product |
| Individual or group exam |
Individual |
|
The exam assignment will consist of a question or
questions that will require students to demonstrate their mastery
of the materials covered in the course by incorporating theoretical
perspectives discussed in the readings to the analysis of the
relevant cases covered. |
| Size of written product |
Max. 10 pages |
| Assignment type |
Essay |
| Duration |
Written product to be submitted on specified date
and time. |
| Grading scale |
7-step scale |
| Examiner(s) |
One internal examiner |
| Exam period |
Summer |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
The theme of the re-exam will be
different from the theme of the ordinary
exam
|
|
| Course content and
structure |
|
This case-based course will develop the ability of participants
to analyze and to intervene in the social dynamics of leadership in
a variety of organizational and cultural contexts. Classroom time
will promote the analysis and discussion of a variety of cases and
theoretical readings chosen to exemplify the diversity of
leadership practice.
Within the Strategy, Organization and Leadership programme, the
course encourages participants to apply the theoretical foundations
of Managing Organizational Change and Innovation Processes to the
study and practice of leadership. Case analysis and discussion will
help participants to sharpen their grasp of the theoretical
concepts presented and to apply these concepts to analyze the
leadership dynamics of a variety of organizational situations and
challenges.
The course will also address the methodological issues raised by
the use of the case method for learning about the interrelated
dynamics of leadership and management, and provide participants
with the opportunity to develop effective skills in case
discussion, analysis, and presentation.
|
| Teaching methods |
| Class time will consist almost
entirely of case-based discussions, including discussions about how
the theories covered apply to the cases in question. There will be
very few formal lectures, and students should expect to be actively
involved in presenting and analyzing the cases. Students will be
strongly encouraged to form study groups that meet outside of class
to prepare and discuss cases in advance. |
| Expected literature |
|
· Amy C. Edmondson (2012) “Teamwork on the
Fly: How to master the new art of teaming,” Harvard Business
Review.
· Michael E. Porter, Nitin Nohria
(2008) ‘What Is Leadership? The CEO’s Role In Large, Complex
Organizations,’ Harvard Business School Working Paper.
· John Kotter, “What Leaders Really
Do,” (1990) Harvard Business Review, May-Jun, 68(3):103-11.
· Pittinsky, T. L., & Simon, S.
2007. Intergroup leadership. The Leadership Quarterly, 18(6):
586–605.
· Keith Grint (2005) ‘Problems,
problems, problems: the social construction of
'leadership',’ Human Relations 58/11:1467–1494.
· Joseph Badaracco
(2002) Leading Quietly: An Unorthodox Guide to Doing the
Right Thing, Harvard University Press.
|
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