• To identify and discuss essential characteristics of and possible development initiatives in one's own current working life.
• To apply the concepts and theories of the subject to illuminate and explain the chosen problem.
• To spar reflexively and analytically with lecturers and fellow students about understanding their own organization or other chosen empirical context.
• To continuously demonstrate problem-oriented progression by including the modules of the teaching process, homework, and feedback from teachers and fellow students.

Personal development is an integral part of both employee and leadership development processes in the Western world - so firm in fact that today one can speak of a development requirement. Contemporary employees in the modern, flat network organization are expected to be flexible, development-oriented and outgoing, so that they can commit themselves in a world characterized by change, dynamism and eternal acceleration. As an individual, you are therefore exposed to a marked normative pressure to be ready for change, to be able to quickly absorb new knowledge, and not get stuck in outdated value sets and inflexible notions. Alongside the demand for development, however, a number of critical and negative aspects of modern working life are being discussed as never before. Work-life balance, stress and stress management, and even depression have become central themes in the personnel policy of the modern workplace, as well as in a gentle stream of well-being and work environment measurements. But how do you find your place in the organization and working life in general, if the requirement is that you must stand firm and be ready for development at the same time?

How do you navigate if the requirement is that you must be flexible and robust at the same time? In the subject Action Power and Integrity, we seek answers to such questions by focusing on the way we account for ourselves - that is, on the narratives we construct about our organizations and our place in them in order to live up to and match the norms of the time, the environment. expectations and management requirements. We focus on the ability to consider, interpret and understand the organizational contexts we are part of and seek to explore and develop tools to simultaneously maintain and develop them.

The course starting point is thus to offer a critical, reflective and meaningful view of personal and organizational development which promotes the individual's organizational power and integrity. The central methodological and pedagogical starting point for the subject will be perspectivism - in both theoretical and practice-related sense. Ie. that in the teaching a number of developmental psychological and organizational theoretical perspectives will be reviewed, and that you will be required to be able to reflect and apply these perspectives in relation to your own organization and company.