Main Field of Study and progress level:
Education: First cycle, has at least 60 credits in first-cycle course/s as entry requirements
Grading scale: Pass with distinction, Pass, Fail
Responsible department: Department of Education
Contents
Education is a scientific discipline where knowledge is created about the processes through which the human being is formed and about the changes in social, cultural and historical circumstances in which these processes are embedded.The pedagogical field deals with, for example, different aspects of upbringing, education, learning, teaching and other processes. Questions, for example, can be raised regarding how and why certain values, knowledge and skills arise, how and why they are maintained, and how they vary within and between generations, groups and individuals.
The course targets the pedagogical aspects involved in leadership development in organisations. It thereby addresses different kinds of leadership processes directed towards organisational development, professional development, group development and personal development and how to manage and support such learning processes. A special focus is directed towards the Human Resources role and relation to the formal leaders at different organisational levels when building leadership capacity in organisations. Concepts such as leader(ship) development and change management are also investigated from a diversity perspective addressing issues such as gender, race, ethnicity, sexual orientation, faith and disability.
Expected learning outcomes
After the course the students should have acquired ability to:
- Understand and apply concepts and theories that are central to leader(ship) development
- Understand and problematize social intersectional approaches to leader(ship) processes
- Understand and problematize different leader roles and how the Human Resource function can support
leader(ship) development in an organisation
- Critically examine leader(ship) processes in a case study and propose theoretically based change strategies
Required Knowledge
Univ: A minimum of 30 ECTS credits of previous studies. Students within the Study Programme in Human Resource Management: Passed examinations in course 1-3 at the programme
Form of instruction
The teaching is normally organised through lectures, seminars, group exercises and tutorials. The teaching activities may, as a whole or partly, be carried out with support from information and communication technology (ICT), which demands specific technical equipments and skills. There may be compulsory modules. The course will be given in English.
Examination modes
The course examinations may be written or oral. The examination may be continual or final. The course is graded using three grades: Pass with distinction, Pass and Fail. The course work is examined at an ordinary examination and a scheduled re-sit examination in close connection to the course. A third examination opportunity is offered at the end of August. Participation in the third re-sit requires a notification to the study counsellor. Students who receive the grade Fail at the third examination are requested to assign to the examinations the next time the course is given. Re-examinations based on the same curriculum are guaranteed within two years after the first course registration. A student has the right to change examiner for a course based on a written request to the head of department after two failures in the same course or part of a course.
ACADEMIC CREDIT TRANSFER
Earlier studies that correspond to the course contents may require credit transfer. The review is individual. For more information, contact the study counsellor.
Literature
Valid from:
2010 week 34
Leadership: Current theories, research, and future directions Avolio Bruce J., Walumbwa Fred O., Weber Todd J. Annual Review of Psychology (2009), 60, pp. 421-449. : Mandatory
Creating Leaders or Loyalists? Conflicting identities in a leadership development Carden Lila L., Callahan Jamie L. Human Resource Development International (2007), 10(2), pp. 169-186 : Mandatory
Day David V. Leadership Development: a review in context The Leadership Quarterly (2000), 11(4), pp. 581-613. : Mandatory
Questioning the Notion of Feminine Leadership: a critical perspective on the gender labeling of leadership Due Billing Yvonne, Alvesson Mats Gender, Work and Organization (2000), 7(3), pp. 144-157. : Mandatory
Black Womens Leadership Experiences: examining the intersectionality of race and gender Gaetane Jean-Marie, Williams Vicki A., Sherman Sheila L. Advances in Developing Human Resources (2009), 11(5), pp. 562-581. : Mandatory
Garavan Thomas N. A Strategic Perspective on Human Resources Development Advances on Human Resource Development (2007), 9(1), pp. 11-30. : Mandatory
Towards Defining Leadership Competence around the World: What Mid-Level Managers Need to Know in Twelve Countries Kowske Brenda, Anthony Kshanika Human Resource Development International (2007), 10(1), 21-41. : Mandatory
Leadership in Teams: A functional approach to understanding leadership structures and processes Morgeson Frederick P., DeRue D. Scott, Karam Elizabeth P. Journal of Management (2010), 3(1), pp. 5-39. : Mandatory
Shortland Sue Feedback within Observation: continuing professional development and unexpected consequences Innovations in Education and Teaching International (2010), 47(3), pp. 295-304. : Mandatory
Wang Jia Developing Organizational Learning Capacity in Crisis Management Advances in Developing Human Resources (2008), 10(3), pp. 425-445. : Mandatory
