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 addresses leadership and leadership development as processes directed towards organisational development, professional development, group development, personal development and identity formation and how to manage and support such processes. Leadership development is analyzed and discussed from different perspectives using the different logics of the most prominent leadership theories. A specific focus is directed towards the Human Resources´ role when building leadership capacity in organisations. Leadership development is also investigated from a diversity perspective. English as a business language in many modern organizations is emphasized and discussed in the course.
After the course the students should have acquired competence to
Knowledge and understanding
describe and understand concepts and theories that are central to leadership and leadership development
describe and understand diversity theories in relation to leadership and leadership development
show an understanding of the usage of English as a business language in modern organizations
Skills and ability
problematize diversity aspects of leadership and leadership development
understand and problematize different leader roles in organizations and how the Human Resource function can support leadership development
apply relevant theories and critically examine leadership processes in a case work and propose theoretically grounded change strategies
communicate the course contents in English both orally and in written papers
Values and attitudes
reflect on their own understandings and experiences of leadership and leader development
make ethical evaluations of leadership aspects on the organizational-, group- and individual level
30 hp valfria kurser.
The teaching is organised through lectures, literature seminars and group-based case work. The seminars are compulsory. The teaching activities, including course specific information and communication with students, will partly be carried out with support from information and communication technology (ICT. The course is given in English.
The expected learning outcomes are examined through both written and oral examination assignments performed in English. The examination is both continual (literature seminars and case work) and final (written exam):
One written individual paper (fail, pass, pass with distinction)
Three group seminars (fail, pass)
One oral group case work (fail, pass)
The course is graded using three grades: Pass with distinction, Pass and Fail. The seminars and casework are graded using the grades Pass and Fail. The final written home exam is graded using the three grades. All compulsory assignments must have received the grade Pass in order to get the course grade Pass. In order to have the course grade Pass with distinction all assignments must have received the grade pass and the final home exam must have been graded with Pass with distinction. If special reasons exist, the examiner has the right to decide on another form of examination.
The course work is examined at an ordinary examination and a scheduled re-sit examination The first re-sit shall be offered no later than two months after the regular test, but not less than ten working days after the results of the regular test have been announced. For tests given during May and June, the first re-sit may be offered within three months of the regular examination session. At least one second re-sit shall be offered within a year of the regular examination session. Examination based on the same course syllabus as for the regular test is guaranteed for a maximum of two years from when the previous course syllabus has ceased to apply or the course has ceased to be offered. Regarding internship/placement, the corresponding rules apply with a limit of one re-sit. By written request to the head of department, a student has the right to change examiner for a course after two failed examinations 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 counselor.
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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 : Obligatorisk
Leadership development: An outcome-oriented review based on time and levels of analyses Day D. V., Dragoni L. Annu. Rev. Organ. Psychol. Organ. Behav., 2(1), 133-156 : 2015 : Obligatorisk
Garavan Thomas N. A Strategic Perspective on Human Resources Development Advances on Human Resource Development (2007), 9(1), pp. 11-30. : Obligatorisk
Destructive leadership: A theoretical review, integration, and future research agenda Krasikova D. V., Green S. G., LeBreton J. M. Journal of Management, 39(5), 1308-1338 : 2013 : Obligatorisk
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. : Obligatorisk
Northouse Peter Guy Leadership : theory and practice Eighth Edition. : 2018 : pages cm : ISBN: 9781506362311 Obligatorisk Se bibliotekskatalogen Album
Shortland Sue Feedback within Observation: continuing professional development and unexpected consequences Innovations in Education and Teaching International (2010), 47(3), pp. 295-304. : Obligatorisk