On completion of the course, the student should be able to:

- describe central concepts, structures and processes in the area of leadership
- identify central aspects of group dynamics
- explain central aspects of power relations, norms and values

- apply their knowledge of leadership and group dynamics in education, research and collaboration with society
- contribute to development and quality assurance in education, research and collaboration with society
- reflect upon the consequences of open research for sustainability in academia and in society
- apply their knowledge on copyright and licensing issues on education and research

- take a professional stance in a given academic context
- critically reflect upon power relations, norms, values and social sustainability in education, research and collaboration with society
- problematise education, research and collaboration with society from an ethical perspective.

• Leadership and group dynamics
• Social sustainability – power, norms, and values
• Open research, data management and copyright
• Ethics – in research, education, and collaboration with society
• Leadership in education
• Challenges in third-cycle education undergoing change
• Leadership in research – research projects, environments, and schools
• Leadership in collaboration with society
• Research and education
• Reviewing for deepened learning and development

The teaching consists of lectures, seminars and exercises performed individually or in groups.

A learning management system is used.

Students who have been admitted to and registered for a course have the right to receive instruction/supervision for the duration of the time period specified for the particular course instance to which they were accepted. After that, the right to receive instruction/supervision expires.
The teaching is conducted in English.
Swedish may be used.

Undervisningen bedrivs på engelska.

A doctoral degree and a minimum of two years of academic professional experience in higher education after the doctoral examination and employment as a university lecturer or equivalent.
English proficiency corresponding to at least English 5 or the equivalent.

Kursen bedöms med betygen Underkänd eller Godkänd.

The examination is based on the intended learning outcomes.

The course is examined by means of an oral presentation created in pairs and an individual written assignment. The latter will be presented and discussed at a seminar.

The examination must allow for students to be assessed on an individual basis. Further information concerning assessment of specific intended learning outcomes and grading criteria is provided at the beginning of the course.

The final grade of the course is issued only when all elements of examination have been completed.

Students are guaranteed a minimum of three attempts to pass an examination, including the regular attempt.

If a student has failed the same examination three times, the student can request that the next attempt be graded by a new examiner. The decision to accept or reject such a request is made by the director of Educate.

In case a course is terminated or significantly altered, examination according to the earlier syllabus shall be offered on at least two occasions in the course of one year after the termination/alteration.

Examinationsmoment	Omfattning	Betyg
Gruppredovisning	1,5 hp	U/G
Individuell skriftlig uppgift, presentation och seminarium	3 hp	U/G

The instruction is followed up throughout the course. A course evaluation is conducted at the end of the course. A summary and comments are published in the learning management system. The evaluation constitutes a basis for future improvements to the course.

Andreotti, Vanessa & de Souza, Lynn Mario (2008). Learning to read the world. Through Other Eyes. Global Education. 40 pp.

Brodin, Eva, Lindén, Jitka, Sonesson, Anders, & Lindberg-Sand, Åsa (2020). Doctoral supervision in theory and practice. Chapters 5-7, 10-11. Studentlitteratur. 150 pp.

Edmondson, Amy C. (2012). Teamwork on the fly. Harvard Business Review. 10 pp.

Ericson Öberg, Anna, Sannö, Anna, & Jackson, Mats (2018). How to succeed with Co-production. Experiences from industrial researchers (Report). Mälardalen University. 36 pp.

Intelligence2 (n.d.). How I found my Voice (Podcast), hosted by Samira Ahmed. intelligencesquared.com/how-i-found-my-voice/ (a podcast of the participant’s choice)

Jönköping University (n.d.a). Research Data Management. www.ju.se/library/research-support/research-data-management.html

Jönköping University (n.d.b). Frequently Asked Questions about Copyright for Researchers. www.ju.se/library/search--write/copyright/frequently-asked-questions-about-copyright-for-researchers.html

Karlstad university (n.d.). Constructive Alignment in practice. Retrieved May 2, 2024, from sola.kau.se/keeponteaching/constructive-alignment-as-a-working-method/?lang=en

Kungliga Biblioteket. (2024, 15 January). National Guidelines Open Science. www.kb.se/samverkan-och-utveckling/nytt-fran-kb/nyheter-samverkan-och-utveckling/2024-01-15-national-guidelines-for-promoting-open-science-in-sweden.html

Lund University (2019, September 19). Teaching academy criteria for assessment of teaching skills in appointments of qualified and excellent teaching practitioners. www.sam.lu.se/en/internal/sites/sam.lu.se.en.internal/files/teaching-academy-criteria-for-assessment-of-teaching-skills-decision-2019.pdf

OECD (n.d.). The OECD Learning Compass 2030. www.oecd.org/education/2030-project/teaching-and-learning/learning/

Sannö, Anna, Ericson Öberg, Anna, Flores-Garcia, Erik, & Jackson, Mats (2019). Increasing the Impact of Industry–Academia Collaboration through Co-Production. Technology Innovation Management Review 9(4), 37-47. timreview.ca/article/1232 . 11 pp.

Smith, Brett, Williams, Oli, Bone, Lydia, & the Moving Social Work Co-production Collective (2023). Co-production: A resource to guide co-producing research in the sport, exercise, and health sciences. Qualitative Research in Sport, Exercise and Health, 15(2), 159-187. doi.org/10.1080/2159676X.2022.2052946 29 pp.

SUHF (2024, 1 February). Färdplan för öppen vetenskap (reviderad). suhf.se/app/uploads/2024/02/REK-2021-1-Fardplan-for-oppen-vetenskap-SUHF-Antagen-av-SUHFs-presidium-REVIDERAD-240201-1.pdf

SUHF (2024:1). Guideline on micro-credentials. suhf.se/publikationer/rekommendationer/

Svallfors, Stefan (2020). The inner world of research. On academic labor. Anthem Press. 142 pp.

Swedish National Data Service (n.d.). Manage Data. snd.gu.se/en/manage-data

UN (n.d.) Sustainable Development Goals. sdgs.un.org/goals

University of Minnesota libraries (2017). Group Dynamics. In Organizational behavior (pp. 361-371). open.lib.umn.edu/organizationalbehavior/ 11 pp.

Vetenskapsrådet (the latest version). Good Research Practice. Report. Available at vr.se/english/analysis/reports/our-reports/2017-08-31-good-research-practice.html

Vetenskapsrådet (n.d.). Open Access to Research Data. vr.se/english/mandates/open-science/open-access-to-research-data.html

Please note that changes may be made to the reading list up until one month before the start of the course.

Other resources:

Reference literature
Gribbe, Johan (2022). Förändring och kontinuitet: reformer inom högre utbildning och forskning 1940-2020. Universitetskanslerämbetet. pp. 132-137, 141-173, 193-198.

The Interactive Anti-Plagiarism Guide - Jönköping University (will be available on the learning
platform)

Search and write (n.d.). Citing sources - how to create literature references. University Library:
Jönköping University