Course Syllabus

Women and Leadership

Course description:

Scandinavian countries are widely known for promoting gender equality and providing women an overall strong position in society. In this course we investigate the historical and cultural conditions that have advanced—as well as those that still inhibit—female leadership in diverse areas of life in Scandinavia, and compare these cross-culturally. Special emphasis is placed on exploring the often paradoxical ways in which dominant cultural ideas about gender and leadership impact the possibilities for women to assume positions of influence. Theoretically, we will draw upon debates in gender and leadership studies.

These theoretical perspectives are complemented by a strong empirical orientation, investigating manifestations of gender and leadership on an individual, organizational and societal level. The course includes, for example, case studies and visits of female and male leaders in civil society, corporate life, entrepreneurship and politics. We also explore media and popular culture representations of women who strive for influential and visible posts in society (e.g. Icelandic presidential election).

An important objective of the course is to give you the opportunity to use your first-hand observations and experiences while living in Denmark to explore your own understanding of identity, gender and leadership. This is done, for example, through exercises comparing and contrasting the role and behavior of women and men in Scandinavia and at home.

Learning objectives of the course:

At the end of the course you are able to:

• Describe leadership and gender relations in Scandinavia and compare these cross-culturally
• Recognize gender and leadership as interplay between cultural and biological factors
• Critically evaluate how gender and leadership images impact the position of women in work and life, everyday
• Identify your own abilities and aspirations in regards to leadership

Faculty:

Katarina Hejrskov (she/her), LLB & Professional Legal Studies (Equivalent of the Danish cand.jur./Masters) and a Bachelor of Commerce (Management and Marketing) from the University of Auckland. Barrister and Solicitor of the High Court of New Zealand and accredited Mediator & Restorative Justice Facilitator. Founder and Mediator at Heron Mediation. Co-chair of International Summits at the Elder Mediation International Network and Legal Advisor for the Peace Foundation NZ. Expertise in conflict resolution, restorative justice and leadership. External lecturer of law at AUT Auckland. With DIS since 2021.

Readings:

Below is a list of the key course readings. There will be additional sources that you are asked to prepare for the respective sessions (e.g. newspaper articles, movies, homepages, government/business reports). All readings will be uploaded on Canvas under "modules". You will also receive reading guidance where appropriate via "announcements".

• Andreasson, U., & Lundqvist, M. (2018). Nordic leadership. Nordic Council of Ministers, 2-36
• Gemmil, G. & Oakley, J. (1992). Leadership: An Alienating Social Myth? Human Relations, 45 (2), 113-129.
• Chrobot-Mason, D. & Roberson, Q. (2022). Inclusive Leadership. In  Northouse, P.(Ed.), Leadership: Theory and Practice (pp. 322-349). London: Sage.
• Frost, A.C. and Seijts, G. (2021). Hidden Figures: Leadership Lessons from the Movie. Ivey Publishing
• Hout, J.J.J. et al. (2018). The Conceptualization of Team Flow, The Journal of Psychology, 152:6, 388-423
• Ibarra, H., Ely, R. & Kolb, D. (2013). Women Rising: The Unseen Barriers. Harvard Business Review, 3, 4-8.
• Lindgren, A. (2000). Pippi Longstocking. Oxford: Oxford University Press.
• Monzani L. et al. (2021). Character matters: The network structure of leader character and its relation to follower positive outcomes. PLoS ONE 16(9): e0255940
• Messick, D.M. (2005). On the psychological exchange of leaders and followers. In Messick, D.M. & Kramer, R.M. (Eds). The psychology of leadership: New perspectives and research.
• Muhr, S.L. & Sullivan, K.R. (2013). “None so queer as folk”: Genders expectations and transgressive bodies in leadership. Leadership, 9 (3), 416-435.
• Northouse, P.(2022). Introduction. In Northouse, P. (Ed.). Leadership: Theory and Practice. London: Sage.
• Sandberg, S. (2015). Lean In. Women, Work, and the Will to Lead. London: Penguin.
• Simon, S. & Hoyt, C.L. (2022). Gender and Leadership. In Northouse, P.(Ed.), Leadership: Theory and Practice (pp. 394-421). London: Sage
• G. Seijts et al. (2015). Character matters: Character dimensions’ impact on leader performance and outcomes. Organizational Dynamics (2015) 44, 65—7
• ISS-WP (2016) L. Hjortlund Andersen (ISS), M. K. Andersen (proacteur). A Diverse Leadership Yields Higher Earnings.
• Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14(3), 361-384.
• World Economic Forum. Global Gender Gap Report 2022. Pp. 4-50
• Zirkel, S. (2002). Is there a place for me? Role models and academic identity among white students and students of color. Teachers College Record, 104(2), 357-376.

Approach to teaching:

The course is a mix of academic lecturing and dialogue-based teaching. Field research allows you to explore your obtained knowledge on issues of gender and leadership, and guest lectures will provide additional opportunities for debating. The course relies heavily on class discussion (facilitated by the instructor) based on readings, the given assignments, as well as reflections and observations made outside the classroom. 

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 

Assignments and evaluation:

You will be evaluated based upon a number of different assignments that help you meet the course objectives (see below). All assignments have to be completed in order to receive a passing grade for the course. Late work will be deduced 1/3 of a grade point per day. The grades will be uploaded to Canvas. Detailled explanations of the assignments will also be uploaded on Canvas under “modules” and “announcements”. Please check the platform regularly, also to be aware of possible changes in the syllabus.

• You are expected to use acknowledged academic citation standards