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Academic staff member responsible for the design of the course syllabus
(name, surname, academic title/scientific degree, email address and signature)
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NA
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Lecturer (name, surname, academic title/scientific degree, email address
and signature) and Office Hours:
|
Xhimi Hysa
|
|
Second Lecturer(s) (name, surname, academic title/scientific degree, email
address and signature) and Office Hours:
|
NA
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| Teaching Assistant(s) and Office Hours: |
NA
|
| Language: |
English
|
| Compulsory/Elective: |
Elective
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| Classroom and Meeting Time: |
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| Course Description: |
Leadership: This course presents the theory of leadership and how it is applicable on our everyday living environment. It describes different leadership approaches that make the correlation between theory and practice more efficient through new research findings, figures and tables, and everyday applications of many leadership topics including leader–member exchange theory, transformational and authentic leadership, team leader¬ship, the labyrinth of women’s leadership, and historical definitions of leadership. The teaching methodology and pedagogy are multidisciplinary and relies on different methods and techniques. The classical theoretical part is integrated with the practical one. The later includes case studies, teamwork exercises, self assessment and “meaning catch-out” (including articles, videos, etc).
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| Course Objectives: |
This course presents simultaneously the practice and theory of leadership referring to business and life contexts. The main aim is the students' leadership development as present and future leaders of themselves and others. Thus, at the end of this course it is expected from students to have assimilated leadership and followership skills in order to design a consonant "dancing relationship" between leaders and followers. In addition, through a systems thinking perspective and a service-dominant view, students will learn how to approach daily routines as well as complex situations. To the above mentioned, a strategic view is added, based on double binds and paradoxes which help to solve complex individual and organizational issues with apparently illogical interventions. A fundamental objective of the course is to reduce the gap between the theoretical part and the practical one in leading today organizations. Therefore, organizational simulations and role playing are a crucial part of this course. The Kolb's method of experiential learning is used, as well as the Harvard's case method.
|
| Week |
Topics |
| 1 |
What Does It Mean to Be a Leader? |
| 2 |
Traits, Behaviors, and Relationships |
| 3 |
Contingency Approaches to Leadership |
| 4 |
The Leader as an Individual |
| 5 |
Leadership Mind and Emotion |
| 6 |
Courage and Moral Leadership |
| 7 |
Followership |
| 8 |
Motivation and Empowerment |
| 9 |
Leadership Communication |
| 10 |
Leading Teams |
| 11 |
Developing Leadership Diversity |
| 12 |
Leadership Power and Influence |
| 13 |
Creating Vision and Strategic Direction |
| 14 |
Leading change by shaping culture and values |
| No |
Program Competencies |
Cont. |
| Master of Science in Economics Program |
| 1 |
The students are gained the ability to look at the problems of daily life from a broader perspective. They gain the needed skills not only to understand economic problems in economics but also to construct a model and defend in meaningful way. |
4 |
| 2 |
They have knowledge about the microeconomics. |
1 |
| 3 |
They have knowledge about the macroeconomics. |
1 |
| 4 |
They have knowledge about the international economics and finance. |
1 |
| 5 |
They have ability to use mathematical and statistical methods in economics. |
0 |
| 6 |
They know how to use computer programs in both daily office usage and statistical data evaluations in public and private sector. |
2 |
| 7 |
They have necessary economics skills that needed in private and public sector. |
1 |
| 8 |
They are intended to be specialist in one of departmental fields that they choose from the list of general economics, growth and development, labor economics and labor market, environmental economics, agricultural economics, health economics, education economics and human development, political economics, international economics, monetary economics, finance economics, public finance, international financial markets and institutions, banking and central banking, international trade and banking, monetary economics and banking, |
0 |
| 9 |
They have ability to utilize fundamental economic theories and tools to solve economic problems in economics. |
0 |
| 10 |
They are aware of the fact that economics is a social science and they respect the social perspectives and social values of the society’s ethics. |
5 |
