This is a virtual course and therefore it has no teaching sessions or meetings. Thus, it is suitable for students who prefer independent studies.That said, the course has a given timetable and a student confirms their participation by delivering the first assignment latest on February 5, 2023.
Dugan, J. 2017. Leadership Theory and all articles and videos in Moodle.
Students apply their learning within their current or previous work environment.
The course includes at least one exam in a form of quiz which is based on the course book. The quiz may be retaken twice if needed during the course.
Students' backgrounds and work environments may bring an international perspective to the course. Internationality can also be present through books, articles and assignments.
16.01.2023 - 17.03.2023
Weekly assignments in Moodle
02.01.2023 - 13.01.2023
The course will start in January 23, 2023 and end in March 19, 2023. Weekly assignments are due every Sunday.
This is the first implementation in English.
61 - 100
Scale 0-100 as a sum of assignments
Under 50 points = Failed
50 - 59 points = 1
60 - 69 points = 2
70 - 79 points = 3
80 - 89 points = 4
90 - 100 points = 5
Assessment criteria - grade 1
The student reflects her/his own leadership and recognises her/his development needs. The student sets goals for developing her/his leadership and creates assessment methods for self-evaluation. S/he recognizes different approaches to leadership.The student provides added value for her/his own leadership by participating in a dialogical development process together with other people. The student writes professional text.
Assessment criteria - grade 3
The student reflects her/his own leadership from various perspectives in connection to leadership research. S/he recognises her/his own developmental needs based on an analysis and sets reasonable goals and assessment methods for evaluating the progress. The student creates and learns from networks that will support her/his self-awareness. The student’s academic writing is quite orderly.
Assessment criteria - grade 5
The student critically reflects on her/his own leadership from various perspectives in connection to leadership research and the data s/he has gathered. S/he sets context-dependent goals for leadership development. The student recognises her/his development needs and creates assessment methods to evaluate continuous development. The student increases her/his self-awareness in a constructive way, is able to assess, utilize and deepen feedback created in dialogical networks s/he has created. The student’s academic writing is orderly.
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