Semester & Location:	Fall 2024 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Leadership Studies, Organizational Behavior, 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:	Tuesdays and Fridays, 10:05-11:25 Classroom: N7-C23

 

Course Description

This course examines the concept of leadership as well as the psychological and social processes that characterize leadership. We will explore the qualities of effective leadership and the role of situational factors that make some forms of leadership more effective than others. We will explore paradox and complexity in discussions of leadership and will explore the dynamics of identity and power in the unfolding of leadership. In this course you will not only learn about leadership in traditional ways, such as readings and discussion, but will explore your own personal leadership style and journey. In addition, you will have the opportunity to interact with people working in leadership positions in the local community in Denmark. 

 

Learning Objectives

• To understand and recognize the psychological and social (political and cultural) forces involved in leadership
• To appreciate the complexity of the leadership role from a psychological and managerial point of view
• To examine leadership theory in real life as it applies to practice in lived leadership roles
• To develop an understanding of one’s own leadership style and abilities

 

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

Textbooks: 

• Haslam, S. A., Reicher, S. D. & Platow, M. J. (2020): The New Psychology of Leadership: Identity, Influence and Power. Routledge
• Kotter, J.P. (2012). Leading Change. Harvard Business Review
• Northouse, P.G. (2022). Leadership. Theory and Practice. ISE Sage.

Required Articles and Other Media on Canvas: 

• Andreasson, U., & Lundqvist, M. (2018). Nordic leadership. Nordic Council of Ministers, 2-36
• Bedeian, A.G. (2002). The Dean’s Disease: How the Darker Side of Power Manifests Itself in the Office of the Dean. Academy of Management Learning and Education. Vol 1 no. 2, 164-173.
• Colbert, A. E., Barrick, M. R., & Bradley, B. H. (2014). Personality and leadership composition in top management teams: Implications for organizational effectiveness. Personnel Psychology, 67(2), 351-387.
• Focht, A., & Ponton, M. (2015). Identifying Primary Characteristics of Servant Leadership: Delphi Study. International Journal Of Leadership Studies, 9(1), 44-61.
• Goffee, R., & Jones, G. (2005). Managing Authenticity: The Paradox of Great Leadership. Harvard Business Review, 83(12), 86-94.
• Ibarra, H. & Schoular, A., (2019). The Leader as Coach. Harvard Business Publishing, 2019
• Jennings, R. E. et al. (2022). Reflecting on one’s best possible self as a leader: implications for professional employees at work. Personnel Psychology, 75, 69-90.
• Jones, D. (2012). Servant Leadership's Impact on Profit, Employee Satisfaction, and Empowerment within the Framework of a Participative Culture in Business. Business Studies Journal, 4(1), 35-49.
• Machiavelli, N. (1532). The Prince. New York: Bantam Classic (2003).
• Nilsson, H., & Kazemi, A. (2023). The bright triad of mindful leadership: An alternative to the Dark Triad of leadership. Psychology of Leaders and Leadership, 26(1), 67–91. https://doi.org/10.1037/mgr0000138
• Robbins, S.P., Judge, T.A. & Campell, T.T. (2010). Basic Approaches to Leadership in Organizational Behaviour. Essex: Pearson Education. pp. 316-328, 341-348.
• Slemp, G.R. et al. (2018). Leader autonomy support in the workplace: A meta-analytic review. Motivation and Emotion (2018) 42:706–724. https://doi.org/10.1007/s11031-018-9698-y
• Quinn, K. S. (2012). Psychological Type as a Dimension of Diversity: A Different Approach to Diversity. International Journal Of Diversity In Organizations, Communities & Nations, 11(5), 149-161.
• Sosik, J. J., & Cameron, J. C. (2010). Character and authentic transformational leadership behavior: Expanding the ascetic self toward others. Consulting Psychology Journal: Practice And Research, 62(4), 251-269
• Wang, B. et al., (2016). Transformational Leadership and Employees’ Feedback Seeking: The Mediating Role of Trust in Leader. Social Behavior and Personality: an international journal, Volume 44, Number 7
• Wang, J. et al. (2023). Strengths-based leadership and employee work engagement: A multi-source study. Journal of Vocational Behavior. Vol. 142, April 2023

Additional academic articles, cases, and materials 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.

Leader and Research Presentations and student led How To Be A Leader Experiential Work Sessions 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 leader and research, where after another team will be leading the ongoing "How To Be A Leader: Putting Theory and Research into Action". You can find more information on the Leader & Research Presentations and  "How To Be A Leader: Putting Theory and Research into Action" under Assignments.

 

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 your papers and in all 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.

 

Assignments and Evaluation

Engaged participation (20%)

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 student led How To Be A Leader Presentations and Experiential Work Sessions 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 12:00 am on Tuesdays. 

Discussion paper (15%)

More info on Canvas

Team Project 1: Leader & Research Presentation (20%)

In a team with your fellow classmates (teams of two-three students) you present a leader 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 present the leader and summarize and present the research findings and lead a discussion about the important findings.

Each presentation must include:

A presentation of a leader relevant to the topic of the week

An analyses of their leadership style

What we can learn from the leader

Summary of research and findings

Outline of the elements of the research

Class discussion about the findings and their implications in relation to context

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: How To Be A Leader: Putting Theory and Research into Action (20%)

 How can we use the theoretical frameworks and research findings within the field of the the psychology of leadership to understand and learn how to be a leader? 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 How To Be A Leader 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 experiential learning 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
 

You As A Leader (25%)
The course will end with an individually written paper that is to analyze one’s own leadership style and journey applying course readings and discussions. Students should delve into their personality dynamics, life history and socio-cultural influences to elaborate upon their personal style of leadership, including its strengths as well as challenges as well as the possible path that they think would be suitable for their own future development and career life. 

Note: More detailed guidelines and rubrics for all components of the evaluation will be available on Canvas.  

To be eligible for a passing grade in this class, you must complete all of the assigned work

 

Policies 

Class Representatives

Each semester DIS looks for class representatives to become  official spokesperson for their class group, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class representatives are a great way for DIS faculty to ensure better and timelier feedback on their courses, assessments and teaching styles, and as such perform an invaluable role in connecting student needs with faculty instruction during term time. Class Representatives will be elected in class at the beginning of the semester.

Attendance

You are expected to attend all DIS classes when scheduled.  If you miss a class for any reason, please contact the faculty no later than the day of the missed class. If you miss multiple classes the Office of Academic Support and the the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well.  Absences will jeopardize your grade and your standing at DIS.  Allowances will be made in cases of illness, but in the case of multiple absences you will need to provide a doctor’s note. 

Late papers

Late papers without an acceptable and valid reason will not be accepted.

Use of laptops or phones in class

Computers and smart phones are not permitted during regular class sessions. Occasionally you will work in groups or conduct other activities where a computer may be permitted. You will be informed when this is the case. Cell phones are to be switched off and put away in your bags during class and texting during class will have a negative impact on your participation grade. If you have to receive an urgent call, then please take permission from the instructor before the class.

Academic Honesty: Plagiarism and Violating the Rules of an Assignment

DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others.  Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software.  

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

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