| Learning objectives |
- 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 |
Oral exam |
| Individual or group exam |
Individual exam |
| Duration |
20 min. per student, including examiners'
discussion of grade, and informing plus explaining the
grade |
| Preparation time |
No preparation |
| Grading scale |
7-point grading scale |
| Examiner(s) |
Internal examiner and second internal
examiner |
| Exam period |
Summer |
| Make-up exam/re-exam |
Home assignment - written product |
|
Size of written product: Max. 10
pages |
|
Assignment type: Essay |
|
Duration: Written product to be
submitted on specified date and time. |
Description of the exam
procedure
Students may take 3-5 minutes at start of the exam to present
their understanding of the key concepts and learnings in the
course. Examiners will ask questions on the basis of the
presentation, but will also ask questions about the range
of issues, cases, and theoretical materials covered in
the course.
There will be an Examiner and a 2nd internal exmainer for
the re-take
|
|
| Course content, structure and pedagogical
approach |
|
This case-based course will develop the ability of participants
to analyze and to intervene in the social and collaborative
dynamics of leadership in a variety of organizational and cultural
contexts. Course themes will include the distinctions between
individualize, process/relational, and intergroup approaches
to leadership; social network and social movements
theory; the dynamics of gender and diversity inherent in
leadership activity; complexity leadership theory; the ethical
dimensions of leadership; and the leadership of efforts to address
major humanitarian challenges. Classroom time will promote the
analysis and discussion of a variety of cases and theoretical
readings chosen to exemplify the diversity of leadership
practices.
Within the Strategy, Organization and Leadership programme, the
course encourages participants to apply the theoretical foundations
of Managing Innovation and Change 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 in a critical and constructive manner 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.
|
| Description of the 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. |
| Feedback during the teaching period |
| The case- and discussion-based format of class
sessions will allow for continuous group feedback and dialogue on
student performance. The teacher will also be available during
regularly scheduled office hours or by appointment for individual
feedback. |
| Student workload |
| Lectures |
33 hours |
| Readings and preparation for the exam |
173 hours |
|
| 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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