After completing the course the students should be able to:

1. Explain different aspects of responsible leadership
2. Explain the role of leadership for collaboration, integration and co-ordination processes in engineering-focused organizations.
3. Recognize and describe the relevance of different leadership perspectives in a global and intercultural environment

4. Demonstrate interpersonal communication skills and identify their implications in different roles and contexts
5. Identify and analyze engineering leadership challenges, and demonstrate the ability to lead in complex situations
6. Demonstrate oral and written presentation and writing skills and the use of academic literature in order to identify, analyze and evaluate leadership topics

7. Critically assess own leadership style and attitudes in relation to a globalized and diversified world
8. Independently evaluate and provide feedback on colleagues’ leadership abilities
9. Discuss and reflect upon own and colleagues’ academic assignments

The course aims at providing an overall understanding for responsible leadership and to develop the participants’ leadership potential.
The course includes theories, methods, tools, and strategies to develop leadership potential and effective work groups, including sociological and psychological approaches to leadership, and themes such as ethics, power, trust, communication and cultural and emotional intelligence.

Lectures, guest lectures, cases, and seminars including experienced based learning.

The teaching is conducted in English.

Bachelor’s degree (i.e the equivalent of 180 credits at an accredited university) with at least 90 credits in engineering (or the equivalent).

The course is graded A, B, C, D, E, FX or F.

ILO 4-8 are examined through seminars and case seminars
ILO 1-4 & 8 are examined through project work
ILO 6, 7 & 9 are examined through diary reflections

Name of the Test	Value	Grading
Examination	7.5 credits	A/B/C/D/E/FX/F

It is the responsibility of the examiner to ensure that each course is evaluated. At the outset of the course, evaluators must be identified (elected) among the students. The course evaluation is carried out continuously as well as at the end of the course. On the completion of the course the course evaluators and course examiner discuss the course evaluation and possible improvements. A summary report is created and archived. The reports are followed up by program directors and discussed in program groups and with relevant others (depending on issue e.g. Associate Dean of Education, Associate Dean of faculty, Director of PhD Candidates, Dean and Director of Studies). The next time the course runs, students should be informed of any measures taken to improve the course based on the previous course evaluation.

Academic integrity
JIBS students are expected to maintain a strong academic integrity. This implies to behave within the boundaries of academic rules and expectations relating to all types of teaching and examination.
Copying someone else’s work is a particularly serious offence and can lead to disciplinary action. When you copy someone else’s work, you are plagiarizing. You must not copy sections of work (such as paragraphs, diagrams, tables and words) from any other person, including another student or any other author. Cutting and pasting is a clear example of plagiarism. There is a workshop and online resources to assist you in not plagiarizing called the Interactive Anti-Plagiarism Guide.
Other forms of breaking academic integrity include (but are not limited to) adding your name to a project you did not work on (or allowing someone to add their name), cheating on an examination, helping other students to cheat and submitting other students work as your own, and using non-allowed electronic equipment during an examination. All of these make you liable to disciplinary action.

The final literature list will be announced at the beginning of the course
These are decided so far:
Bennis, W. G., & Shepard, H. A. (2008). A theory of group development. Organization Change: A Comprehensive Reader, 155, 2008441
Bird, A., Mendenhall, M., Stevens, M. J., & Oddou, G. (2010). Defining the content domain of intercultural competence for global leaders. Journal of Managerial Psychology, 25(8), 810-828
Brundin, E., Patzelt, H., & Shepherd, D. A. (2008). Managers' emotional displays and employees' willingness to act entrepreneurially. Journal of Business Venturing, 23(2), 221-243
DeRue, D. S., & Ashford, S. J. (2010). Who will lead and who will follow? A social process of leadership identity construction in organizations. Academy of Management Review, 35(4), 627-647
Hogg, M. A. (2001). A social identity theory of leadership. Personality and social psychology review, 5(3), 184-200
Oke, A., Munshi, N., & Walumbwa, F. O. (2009). The influence of leadership on innovation processes and activities. Organizational Dynamics, 38(1), 64-72
Rosenthal, S. A., & Pittinsky, T. L. (2006). Narcissistic leadership. The Leadership Quarterly, 17(6), 617-633
Van Vugt, M., Hogan, R., & Kaiser, R. B. (2008). Leadership, followership, and evolution: some lessons from the past. American Psychologist, 63(3), 182