Course Syllabus

Semester & Location:	Fall 2025 - DIS Copenhagen
Type & Credits:	Elective - 3 credits
Major Disciplines:	Psychology
Prerequisite:	One psychology course at university level.
Faculty Members:	Gitte Vonsild (current students please contact via the Canvas Inbox)
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	Tuesday & Friday 11:40-13:00 Classroom: N7-C23

Description of Course

Work settings significantly influence people’s lives - but what makes work life worth living? How can we improve both effectiveness and quality of life in organizations? Well-being and performance are deeply interconnected, and Positive Organizational Psychology (POP) explores how to foster human thriving, engagement, and meaning in work environments.

Rooted in the principles of positive psychology, this course examines how individuals, teams, and organizations can build on strengths, develop psychological capital, and design workplace cultures that support sustainable performance and well-being.

Key topics include:

• Positive organizational scholarship and behavior
• Psychological capital (PsyCap)
• Strengths-based approaches
• Job crafting and flow
• Positive leadership and coaching
• Organizational virtuousness and relational energy

Through critical readings, real-world case studies- including European and Danish workplace perspectives - discussions, and experiential learning, students will gain both theoretical knowledge and practical tools to enhance individual and collective flourishing in organizational contexts.

 

Learning Objectives

By the end of the course, students will be able to:

• Analyze key theoretical perspectives and empirical research within the field of Positive Organizational Psychology (POP).
• Apply positive psychology theories and concepts to real-world organizational challenges.
• Design evidence-based pathways to improve well-being and performance in the workplace.
• Implement development-oriented practices such as flow-based design, psychological safety, coaching, and facilitation techniques.
• Evaluate how leadership can drive and sustain positive organizational change.

Faculty

Gitte Vonsild

Gitte Vonsild, M.Sc. (Econ.), Master of Positive Psychology, Co-Active Coach (CPCC) is DIS lecturer in Positive Psychology, Organizational Psychology and the Psychology of Leadership. She is specialized in Applied Positive Psychology and her main interests lie at the intersection between motivation, performance, and well-being. She has an international leadership background as CFO for an international beverage producer with facilities in Denmark, the Baltics, and Germany. Self-employed coach and workshop leader since 2005. Assistant/associate professor in Coaching & Counseling at Metropolitan University College, 2008-2012. With DIS since 2011

Readings

Books:

Bakker, A. B. (Ed.). (2013). Advances in positive organizational psychology (Vol. 1). Erasmus University.

Donaldson, S. I., & Chen, C. (Eds.). (2021). Positive organizational psychology interventions: Design and evaluation. Wiley.

Dutton, J. E., & Spreitzer, G. M. (2014). How to be a positive leader: Small actions, big impact. Berrett-Koehler Publishers.

Core Articles and Chapters:

Abi-Esber, N., Abel, J. E., Schroeder, J., & Gino, F. (2022). “Just letting you know … ” Underestimating others’ desire for constructive feedback. Journal of Personality and Social Psychology, 123(6), 1362–1385

Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056

Bakker, A. B., & Van Woerkom, M. (2018). Strengths use in organizations: A positive approach to occupational health. Canadian Psychology, 59(1), 38–46. https://doi.org/10.1037/cap0000120

Biswas-Diener, R., Kashdan, T. B., & Lyubchik, N. (2017). Psychological strengths at work. In L. G. Oades, M. F. Steger, A. D. Fave, & J. Passmore (Eds.), The Wiley Blackwell handbook of the psychology of positivity and strengths-based approaches at work (pp. 34–47). Wiley Blackwell.

Cameron, K.S., Bright, D., & Caza, A. (2004). Exploring the relationships between organizational virtuousness and performance. American Behavioral Scientist, 47(6), 766-790

Caza, A., & Carroll, B. (2013). Critical theory and positive organizational scholarship. In K. S. Cameron & G. M. Spreitzer (Eds.), The Oxford handbook of positive organizational scholarship (pp. 965–978). Oxford University Press.

Deloitte. (2025). 2025 Gen Z and Millennial Survey. Growth and the pursuit of money, meaning, and well-being. Deloitte. https://www.deloitte.com/global/en/issues/work/genz-millennial-survey.html

De Neve, J-E., Kaats, M., Ward, G. (2024). Workplace Wellbeing and Firm Performance. University of Oxford Wellbeing Research Centre Working Paper 2304

Ding, H., & Kuvaas, B. (2025). Exploring the necessary roles of basic psychological needs at work: A necessary condition analysis. Journal of Occupational and Organizational Psychology, 98(1), Article e70012. https://doi.org/10.1111/joop.70012

Donaldson, S. I., & Villalobos, J. (2024). Positive mindset: PsyCap’s roles in PERMA+4 and positive organizational psychology, behavior, and scholarship 2.0. Organizational Dynamics, 53, 101084. https://doi.org/10.1016/j.orgdyn.2024.101084

Dutton, J. E., Workman, K. M., & Hardin, A. E. (2014). Compassion at work. Annual Review of Organizational Psychology and Organizational Behavior, 1, 277–304. https://doi.org/10.1146/annurev-orgpsych-031413-091221

Edmondson, A.C. &  Bransby, D.P. (2023). Psychological Safety Comes of Age: Observed Themes in an Established Literature. Annual Review of Organizational Psychology and Organizational Behavior, 2023. 10:55–78

Gallo, A. (2023, February 15). What is psychological safety? Harvard Business Review. https://hbr.org/2023/02/what-is-psychological-safety

Grant, A. M., & Spence, G. B. (2010). Using coaching and positive psychology to promote a flourishing workforce. In A. P. Linley, S. Harrington, & N. Garcea (Eds.), Oxford handbook of positive psychology and work (pp. 175–188). Oxford University Press.

Ilies, R., Wagner, D., Wilson, K., Ceja, L., Johnson, M., DeRue, S. and Ilgen, D. (2017), Flow at Work and Basic Psychological Needs: Effects on Well-Being. Applied Psychology, 66: 3-24. https://doi.org/10.1111/apps.12075

Luthans, F., Avey, J.B., Avolio, B.J. and Peterson, S.J. (2010), The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21: 41-67. https://doi.org/10.1002/hrdq.20034

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, Volume 61, April 2020, 101860

van Zyl, L. E., Dik, B. J., Donaldson, S. I., Klibert, J., Di Blasi, Z., van Wingerden, J., & Salanova, M. (2024). Positive Organisational Psychology 2.0: Embracing The Technological Revolution. Journal of Positive Psychology, 19(4), 699-711

van den Hout, J. J. J., Davis, O. C., & Weggeman, M. C. D. P. (2018). The Conceptualization of Team Flow. The Journal of Psychology, 152(6), 388–423

Warren, S. (2010). What’s wrong with being positive? In A. Linley, S. Harrington, & N. Garcea (Eds.), Oxford handbook of positive psychology and work (pp. 313–322). Oxford University Press

Additional selected cases and peer reviewed articles will be uploaded on Canvas

 

Approach to Teaching

The teaching in this course is based on experiential learning, so students will participate actively in exercises, reflection, presentations, discussion in class and on canvas as described below:

Discussion class on Tuesdays: Each week has a specific topic, that we will explore in relation to theory and research on Tuesdays, where you will participate in the class discussion and reflection activities as a well informed and prepared participant. A central part of your preparation is that you, based on the assigned readings, create and post a comment and a question, which you would like to discuss in class. Your comments and the discussion question must be up on Canvas no later than 8:00 am on Tuesdays. Your comments and questions count toward participation.

Research Presentations and Experiential Work Sessions with Students as Leaders on Fridays: On Fridays class will focus on deepening understanding and forward the action by students taking an active lead in teams of approximately two-three students. One team will present and lead a discussion on a relevant research, where after another team will be leading the ongoing "Students as Leaders: Putting Theory and Research into Action". You can find more information on Research Presentations and Students as Leaders: Putting Theory and Research into Action under Assignments.

Academic Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

Expectations of the Students

In this course, each one of us has the equal and unique responsibility to facilitate the most optimal learning outcomes.

 

Students are expected to:

• complete all reading assignments prior to coming to class
• contribute actively in a constructive manner to class discussions and team activities
• be punctual and attend all classes; missing classes without a legitimate excuse will result in a lower final grade

 

Evaluation

Students will be evaluated on their participation in class, on individual papers, and on student team assignments and research presentations. Emphasis in evaluation is on active and constructive engagement with the subject and with the rest of the class. Creativity and critical academic reflection is highly valued in your written work as well as in class.

 In all your papers and presentations I expect you to use high quality, credible and relevant sources and to cite all your sources in your text using APA style references. Please make sure that all statements and claims are supported by academic references.

Grading

Methods of Evaluation	How	Percentage
Engaged participation	Individual	15%
Research presentation	Team	20%
Students as Leaders: Putting Theory and Research into Action	Team	20%
Case:  Designing an evidence based positive organizational psychology intervention strategy to improve the effectiveness and quality of life in an organization	Individual	25%
Discussion paper	Individual	20%

 

Engaged participation (15%)

Your attendance and active participation are essential in all aspects of this course including: class sessions, course-related field studies, engagement in class discussions, team work, and general contribution to the progress of the class. In addition to the Discussion Class on Tuesdays and the Research Presentations and Experiential Work Sessions with Students as Leaders on Fridays, class meetings will involve lectures and experiential learning activities, movies, and guest speakers.  Please be aware that the comments and discussion questions you create based on the assigned readings for Tuesdays must be up on Canvas no later than 8:00 am on Tuesdays. 

Team Project 1: Research Presentation (20%)

In a team with your fellow classmates (teams of two-three students) you will present and lead a discussion on a research related to the topic you are presenting. At the beginning of the course we will form the presentation teams and allocate the weeks/topics to the teams.

The presentation team will summarize and present the research findings and lead a discussion about the important findings, especially in relation to implications for employees, leaders, and organizations.

Each presentation must include:

• Summary of research and findings

• Outline of the elements of the research

• Class discussion about the findings and their implications in relation to employees, leaders, and organizations

Presentations will be 25 minutes (including discussion).

Presentation Objectives:

• Find, analyze, and apply a relevant research article to the topic of the week and discussions

• Deliver a concrete and engaging review of material to the class

• Direct and support the class discussion

• Develop and refine teamwork skills

 

Team project 2: Students as Leaders: Putting Theory and Research into Action (20%)

 How can leaders use the theoretical frameworks and research findings within the field of positive organizational psychology to create and promote positive change? This is the point of departure question on Fridays, where one team will facilitate and lead the class through an application of theory and research related to the topic of the week. At the beginning of the course we will form the Students as Leaders teams (teams of two-three students) and allocate the weeks/topics to the teams.

This facilitated in-class activity will be 45 minutes, including a wrap-up discussion.

Each team will:

• Prepare, create, and organize an activity in the form of a practical application of theory and research related to the specific topic of the week
• Introduce the class to your activity and explain it with theory including relevant research findings
• Guide the class through your activity
• Facilitate a wrap-up discussion focusing on deepening the learning about the topic and the practical implications

 

Case assignment: Intervention design (minimum 22 slides incl. notes and excluding cover & reference slide pages. (25%)

Due: before 14:00

Based on a specific case analysis, students will use theory and research findings to design an evidence based intervention strategy to improve the effectiveness and quality of life in an organization.

For more specific instructions see assignment

 

Discussion paper: Maximum 5 pages. 1 1/2 spaced and excluding cover & reference page) (20%)

Due: before 12:00 noon

This paper is a discussion of the application of positive organizational theory and research. It should include a constructive and critical discussion of the pros and cons of applying Positive Organizational Psychology theory and research, emphasizing the implications to employees, leaders, and organizations. 

For more specific instructions see assignment

 

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on: 

• Course Enrollment and Grading  
• Academic Expectations and Honor Code 

Class room policies

Late papers will not be accepted and the use of laptops or phones in class is not allowed.

 

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