SFS40416 Organisation and leadership 3 (Autumn 2019–Spring 2020)

The course is connected to the following study programs

Mandatory course in the Master's Programme in Organization and Leadership.

Absolute requirements

The course Organization and Leadership 2 (30 ECTS credits) or equivalent must be passed.

Lecture Semester

Fifth and sixth semester (autumn and spring). Part-time with eight three-day sessions in total during the autumn and spring semesters.

The student's learning outcomes after completing the course

After completing the course, the student is capable of:

• understanding the background for and content of relevant changes in working life and what consequences these have for the roles of leader and employee

• understanding the leader's role in development work

• understanding development and change processes in a learning perspective

• understanding how learning takes place in working life

• understanding how leadership is learnt and how leadership can be developed in a more systematic manner

• understanding appointment processes and how new employees are integrated in their new place of work

• planning and carrying out an independent, limited research or development project (master's thesis) under supervision and in accordance with applicable research ethical standards

• using qualitative and quantitative research methods

Content

Modern organisational forms impose strict requirements on the leader's competence, and the need to develop such competence has therefore become an important focus for development in many organisations. The aim of the course is to enable the students to conduct development work in their own organisation, within the framework of their own leadership position or as part of staff functions. The basis for conducting such development work is a critical analysis of the organisation's functioning, a good understanding of the special conditions that apply to change processes and the expedient choice of instruments.

Leaders require mental tools to interpret trends in working life and social life in a critical and constructive manner, but also specific action-oriented tools to bring about desired changes. The goal of being both critical and constructive is a fundamental element of the course.

Through the course, the students will work towards developing a project outline for their thesis. This work will be carried out in groups, individually, at seminars and with their supervisor. Through teaching in philosophy of science, research design and quantitative and qualitative methodology, the students will develop the necessary knowledge and skills for work on the thesis. Work on philosophy of science, research design and methodology will be directly linked to the students' thesis work so that on completion of the course, the students will have a more reflective basis for starting to write their thesis.

Forms of teaching and learning

The course builds on the students' own experience and requires a great deal of activity and engagement on the part of the students, both at and between sessions. The sessions will be similar to workshops, with a great deal of group work on developing methods and tools for organisational and leadership development. Lectures and literature review will make up a small part of the sessions. This places great responsibility on the students in relation to working independently on the syllabus and raising difficult topics at the sessions in the form of questions.

Supervision

Each student will be appointed a supervisor and a contract between HiØ and the individual student will be signed that sets out the supervision and its scope.

The scope of the supervision is 6 hours. If a student takes a leave of absence from the programme and has already started supervision, they are nonetheless not entitled to more than 6 hours' supervision in total.

Workload

The expected number of working hours for the whole course is 840 hours, of which teaching sessions comprise 168 hours.

Coursework requirements - conditions for taking the exam

Attendance requirement of 75 % of teaching days Thesis seminar:

• Submit a thesis outline and present it orally

• Act as an opponent for the outlines of fellow students

Required coursework must be approved before the student can take the exam.

Examination

Assignment

The student(s) must draw up a project outline for the thesis work of 15-25 pages, individually or in pairs. The project outline must cover the research question, theory and research design for the planned master's thesis. The grades Pass/Fail are used.

Examiners

One external and one internal examiner or two internal examiners are used.

Conditions for resit/rescheduled exams

If the grade Fail is awarded, the candidate(s) must submit a new project outline individually or in pairs.

Course evaluation

Student evaluations are conducted in accordance with the procedures for quality assurance work at HiØ.

Literature

The syllabus was last updatet on the 26th of June 2018.

Compendium (Bookshop at Remmen)

Compendium : Research design, qualitative and quantitative method, covers both MOL3 and MOL4

Work Report / Special Print(Bookshop at Remmen)

Must be downloaded from the Internet due to new copy rules

Session 1, 3 and 4: Research Design and Qualitative Method

(This literature covers both MOL3 and MOL4; see also invitation to the spesific sessions)

Flick, Uwe (2015): Introducing Research Methodology: A Beginner's Guide to Doing a Research Project. 2nd ed. London: Sage. (Please note: New Edition in 2015, New name and containt) ) (295 pages)

Merriam, Sharan B. (2016): Qualitative Research. Jossey¿Bass, San Francisco. (346 pages)

Compendium:

Askøy, H (2009) Leading through constant change. What are the issues for front line managers arising from changes to the home care services? Masters thesis. ISH; Universitetet i Oslo pp 42-54.(12 pages) No ISBN

Cheek, J (2008) 'Research Design', in L Given ( ed.) The Sage Encyclopedia of Qualitative ResearchMethods Volume 2. Sage, Thousand Oaks.pp 761-763. (2 pages) ISBN 978-1-4129-4163-1 (cloth)

Cheek,J, Ballantyne, A, Gillham, D., Mussared, l, Flett, P., Lewin., Walker, M., Roder-Allen, G., Quan,l, and Vandermeulen, S. (2005) Excerpts from Options, opportunities and older people: An exploration of care transitions and older people. Final Report. University of South Australia, ACH Group and Brightwater Collaborative for the Australian Research Council (ARC).p 9-11. (3 pages) ISBN 1 92092 732 8

Creswell,J.W. (2014) Research Design 4th edition Sage, Thousand Oaks p, 28-31, 36-39, 66 (9 pages) 183-194,197-213. ISBN 978-1-4522-2609-5 (cloth)

Hesse-Biber, S. N. and Leavy P. (2011) The Practice of Qualitative Research 2nd edition Sage, Thousand Oaks pp 99-113, 123-126, 166-171,301-318 (40 pages) ISBN 978-1-4129-7457-8 (pbk)

Kvale, Sand Brinkman, S (2009) Interviews. Second Edition. Sage, Thousand Oaks p 28. (1 page) ISBN 978-0-7619-2542-2 (pbk)

Liamputtong, P (2010) Qualitative Research Methods 3rd edition Oxford University Press, South Melbourne pp 32-33, 61, 64-86, 323, 327-328. (28 pages) ISBN 9780195551433 (pbk)

Patton, M Q (2002) Qualitative Research and Evaluation Methods 3rd edition Sage, Thousand Oakspp 230-246, 304, 331, 349, 356-357. (21 pages) ISBN 0-7619-1971-6

Silverman, D (2010) Doing Qualitative Research 3rd edition Sage, London. Pp 163-164, 292-294, 339-351. (16 pages) ISBN 978-1-84860-034-8

Recommended literature: Research Design

Greener, I. (ed.) (2011) Designing Social research. A Guide for the Bewildered. Thousand Oaks: Sage. http://www.amazon.co.uk/Designing-Social-Research-Guide-Bewildered/dp/1849201900/ref=sr_1_1?s=books&ie=UTF8&qid=1395816878&sr=1-1&keywords=Designing+Social+research.+A+Guide+for+the+Bewildered.  

Stake, R. E. (2010) Qualitative Research. Studying How Things Work.  New York: The Guildford Press. https://www.amazon.co.uk/d/Books/Qualitative-Research-Studying-Things-Robert-E-Stake/1606235451/ref=la_B001HONBTU_1_2?s=books&ie=UTF8&qid=1496309370&sr=1-2

Recommended literature: Qualitative methodology

Hesse-Biber, S.N. (2017) The Practice of Qualitative Research (3rd edition).Sage, Thousand Oaks.

Patton, M. Q. (2015) Qualitative Research and Evaluation Methods (4 th edition) Sage Thousand Oaks.

Stake, R. E. (2010) Qualitative Research. Studying How Things Work. New York: The Guildford Press. https://www.amazon.co.uk/d/Books/Qualitative-Research-Studying-Things-Robert-E-Stake/1606235451/ref=la_B001HONBTU_1_2?s=books&ie=UTF8&qid=1496309370&sr=1-2

Session2: Qualitative Method

Løvås, Gunnar (2014): Statistikk for universiteter og høgskoler, 4th Edition. Universitetsforlaget, Oslo kapitlene 1-9, page. 1-403, also look at the tables p. 574-580. (403 pages). Please note - new edtion comes in august

Session 5: Organizational development and organizational learning

Augustine, Norman R.: Managing the Crisis You Tried to Prevent (1995). Harvard Business Review. Vol.73, No.6, p.147-158 (11 pages)

Jacobsen, Dag Ingvar (2012): Organisasjonsendringer og endringsledelse. Fagbokforlaget, Bergen, 2nd Edition (332 pages)

Klemsdal, Lars (2006): Den intuitive organisasjon: Forny virksomheten med de samme menneskene. Gyldendal Akademisk, Oslo (233 pages)

Kotter, John P. (1995): Leading Change: Why Transformation Efforts Fail. Harvard Business Review. p.59-67, Vol.73, No.2 (9 pages)

Nonaka, Ikujiro (1994): A Dynamic Theory of Organizational Knowledge Creation. Organization Science. Vol.5. No.1 p.14-35 (20 pages)

Willig, Rasmus (2009): Umyndiggjørelse: et essay om kritikkens infrastruktur. Hans Reitzels Forlag. Gylling (160 pages)

Session 6: Competency and quality

Willig, Rasmus (2009) Umyndiggjørelse: et essay om kritikkens infrastruktur. Hans Reitzels Forlag. Gylling, 160 pages.

Hirschman, Albert O.: Sorti eller protest: En fråga om lojaliteter. Arkiv förlag, Lund. (originalutgave: Exit, Voice and Loyalty: Responses to Decline in Firms, Organizations and States) (188 pages)

Session 7: Management and learning - Leadership and management development

Haaland, Frode Hübertz (1996): Utvikling av lederkompetanse. Veiledning ' kunnskap ' refleksjon. Høgskolen i Østfold/ASF, Halden, Workreport#1(40 pages)

Session 8: Recruitment and integration; The personal leadership

Dyrkorn, Reidulv (1992): Selverkjennelse som styringsfaktor i ledelse. I: Strand, Torodd: Ledelse kan læres. Bedriftsøkonomens Forlag, Oslo, p.113-131 (18 pages)

Filstad, Cathrine (2010): Organisasjonslæring fra kunnskap til kompetanse. Fagbokforlaget, Bergen (262 pages)

Moxnes, Paul (2007): Fasett-mennesket: Personlighet og rolle: Et lederopplæringsperspektiv. Forlaget Paul Moxnes, Oslo Chapter 4, p.81-111 (31 pages)

Recommended Additional Literature:

Jakobsen, Cathrine Filstad (2003): Nyansatte i organisasjoner: perspektiver på læring og organisasjonssosialisering. Abstrakt Forlag, Oslo (220 pages)

Moxnes, Paul (2007): Fasett-mennesket: Personlighet og Rolle: Et lederopplæringsperspektiv. Forlaget Paul Moxnes, Oslo

Skorstad, Espen (2015): Rett person på rett plass: Psykologiske metoder i rekruttering og lederutvikling. 2.ed., Gyldendal Akademisk, Oslo