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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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Main Course Lecturer (name, surname, academic title/scientific degree, email address
and signature) and Office Hours:
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Assoc.Prof.Dr. Xhimi Hysa xhhysa@epoka.edu.al
, : By appointment (xhhysa@epoka.edu.al)
|
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Second Course 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
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| Language: |
English
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| Compulsory/Elective: |
Elective
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| Study program: (the study for which this course is offered) |
Master of Science in Economics
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| Classroom and Meeting Time: |
N/A
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| Code of Ethics: |
Code of Ethics of EPOKA University
Regulation of EPOKA University "On Student Discipline"
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| Attendance Requirement: |
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| Course Description: |
This course presents simultaneously the practice and theory of leadership referring to business and life
contexts. The main aim is students' leadership development as present and future leaders of
themselves and others. Thus, at the end of the semester students must be able to assimilate
leadership and followership skills in order to design a consonant environment between leaders and
followers as a "dancing relationship". 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 it 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 organizations. Therefore, organizational simulations and role playing are a crucial part of
this course. The Kolb's method of experiential learning is the basic learning approach of this course,
accompanied with the Harvard's case method.
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| Course Objectives: |
Inspire students to appreciate the unique nature of human beings as both leaders and followers; Build a sense of courage and moral leadership; Ensure that students know the main leadership theories, traits, skills, styles, attitudes, and behaviors; Empower students to motivate each-other during team-work; Build diverse high-performing teams; Design complex-adaptive organizations through vision and strategic leadership that shape organizational culture and values.
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BASIC CONCEPTS OF THE COURSE
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| 1 |
Traits, Behaviors, Relationships
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| 2 |
Group Dynamics
|
| 3 |
Ambidextrous Leadership
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| 4 |
Digital & Knowledge Workers
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| 5 |
Change
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| 6 |
Power and Influence
|
| Week |
Topics |
| 1 |
Introducing the course (this is the first week where students get in touch with their professor, learning about teaching materials, evaluation methods, and generally talking about the course syllabus. During this week, a presentation of the platform such as Google Classroom is given in order to orient students with the course itinerary). |
| 2 |
What Does It Mean to Be a Leader? (• Understand the full meaning of leadership and see the leadership potential in yourself and others. • Recognize and facilitate the six fundamental transformations in today’s organizations and leaders. • Identify the primary reasons for leadership derailment and the new paradigm skills that can help you avoid it. • Recognize the traditional functions of management and the fundamental differences between leadership and management. • Appreciate the crucial importance of providing direction, alignment, relationships, personal qualities, and outcomes. • Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.) |
| 3 |
Traits, Behaviors, and Relationships (• Outline some personal traits and characteristics that are associated with effective leaders. • Identify your own traits that you can transform into strengths and bring to a leadership role. • Distinguish among various roles leaders play in organizations, including operations roles, collaborative roles, and advisory roles, and where your strengths might best fit. • Recognize autocratic versus democratic leadership behavior and the impact of each. • Know the distinction between people-oriented and task-oriented leadership behavior and when each should be used. • Understand how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers. • Describe some key characteristics of entrepreneurial leaders.) |
| 4 |
Passion & Discipline: Don Quixote's Lessons for Leadership (On a journey from the plains of historic La Mancha to the high-tech companies of Silicon Valley, Stanford Professor James March pursues the characteristics that define a leader: imagination, commitment, and joy. He argues that too much reliance on the logic of consequences can impede leadership. By not losing sight of who they are, what they value, and what they want to achieve, leaders affirm their commitment to the promise of something greater than what currently exists. After carefully watching and reflecting over the movie, students should be able to: analyze the importance of commitment, imagination, and joy in leadership. Students must research articles or other materials related with the content of this movie. They must prepare some notes and be ready for class discussion.) |
| 5 |
Leadership challenges in service industries (in this week students will be able to learn about the leadership of a digital workforce and knowledge workers operating in the service and knowledge economy). |
| 6 |
Ambidextrous Leadership (this week is about the development of dynamic capabilities in order to build T-shaped professionals, navigating from exploitation to exploration). |
| 7 |
Leading a digital and global flex-workforce (reflecting about the different modalities of flexible working hours, remote working, and digital technologies. From Pareto principles, to Taylorism, and until the modern era of Management with Drucker, several concepts and practical situations are analyzed). |
| 8 |
Leadership, Mind, and Emotions (• Recognize how mental models guide your behavior and relationships. • Engage in independent thinking by staying mentally alert, thinking critically, and being mindful rather than mindless. • Break out of categorized thinking patterns and open your mind to new ideas and multiple perspectives. • Begin to apply systems thinking and personal mastery to your activities at school or work. • Exercise emotional intelligence, including being self-aware, managing your emotions, motivating yourself, displaying empathy, and managing relationships. • Apply the difference between motivating others based on fear and motivating others based on love.) |
| 9 |
Group Dynamics (learning through the rigor of research methods, the interactionism of group members from a systems perspective by analyzing group cohesiveness and conformity). |
| 10 |
Change (A systems thinking perspective. Contributions from Viable Systems Approach, Second-order Cybernetics, Change Principles from Mental Research Institute of Palo Alto, and Giorgio Nardone Model of Strategic Problem Solving.) |
| 11 |
Leadership Power and Influence (Use power and politics to help accomplish important organizational goals. • Practice aspects of charismatic leadership by pursuing a vision or idea that you care deeply about and want to share with others. • Apply the concepts that distinguish transformational from transactional leadership. • Use coalitional leadership to build alliances that can help you achieve important goals for the organization. • Call upon characteristics of Machiavellian-style leadership when tough actions are needed to benefit the organization in difficult times. • Explain the difference between soft power and hard power and identify specific types of power in organizations. • Describe structural, human resource, political, and symbolic frames of reference and identify your dominant leadership frame. • Know how to increase power through political activity and use the influence tactics of appealing to a higher vision, rational persuasion, friendliness, reciprocity, developing allies, and direct persuasion.) |
| 12 |
Individual Course Summary & Project Presentations |
| 13 |
Individual Course Summary & Project Presentations |
| 14 |
Individual Course Summary & Project Presentations |
| No |
Program Competencies |
Cont. |
| Master of Science in Economics Program |
| 1 |
Students apply advanced knowledge in economics |
|
| 2 |
Students explain the interaction between related disciplines and economics |
|
| 3 |
Students apply scientific methods to address economic problems |
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| 4 |
Students define existing theory in a specialized branch of economics |
|
| 5 |
Students critically evaluate knowledge in economics and carry out advanced research independently |
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| 6 |
Students develop economic models and formulate policy options |
|
| 7 |
Students make an original contribution to the discipline |
|
| 8 |
Students effectively communicate in a variety of professional and academic contexts |
|
| 9 |
Students will develop new strategic approaches for unexpected, complicated situations in economics and take responsibility in solving them |
|
| 10 |
Students uphold and defend ethical values data collection, interpretation and dissemination |
|
| 11 |
Students use advanced empirical analyses to address social problems |
|
| 12 |
Students interact with professional networks in their field of specialization |
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