Leading Change and Learning, 7.5 credits
Att leda förändringsarbete och lärande, 7.5 hp- Course code
- 3ME005
- Course name
- Leading Change and Learning
- Credits
- 7.5 credits
- Form of Education
- Higher Education, study regulation 2007
- Main field of study
- Medical Education
- Level
- AV - Second cycle
- Grading scale
- Fail (U), pass (G) or pass with distinction (VG)
- Department
- Department of Learning, Informatics, Management and Ethics
- Decided by
- Programme Committee 9
- Decision date
- 2014-05-14
- Course syllabus valid from
- Autumn 2014
Specific entry requirements
Candidate - or professional degree of at least 180 higher education credits and at least two years of professional or vocational experience within medicine, care or behavioural science and/or at least two years teaching experience (on at least upper-secondary level)., care or behavioural science and/or at least two years teaching experience (on lowest upper-secondary level). Furthermore, knowledge in English equivalent to English B (with at least the Pass grade) is required.
The participants should have completed the courses Scholarship of Medical Education, Learning processes, Integration of theory and practice and Design and assessment of learning.
Objectives
The aim of the course is to help the participants to develop the skills and understanding that is required to create a learning organisation when leading change and development work and learning in their workplace. The course builds on preceding courses in the Master's programme by creating possibility for the participants to apply their educational skills in practice.
Intended Learning outcomes
On completion of the course, the participants should be able to:
1. Apply development theory in connection with healthcare and education by taking interactions on individual, group, organisational and system level into account.
2. Reflect on his/her own role in relation to group processes and leadership.
3. Analyse how organizational factors affect leadership.
4. Cooperate to create a learning organisation based on a scientific approach/ scholarship of medical education.
Content
The course contains two fields of study, individual development of leadership, and understanding and skills regarding learning organisations, and how learning within medical and the health care field may be developed. These two fields will be studied with the aim at learning how we can work with development to prepare for a continous development within healthcare and education.
The field individual development concerns the understanding and analysis of own leadership in relation to current leadership theory, context, types of problems and learning.
The field of learning organisations is based on literature from both leadership and organisation/management, and organisation and system issues within higher education. Here, the understanding of central concepts are deepened such as culture, complexity, beaurocracy, ethics, negotiation, power, motivation, group processes, change and development work.
Teaching methods
The teaching is based on a problem-oriented and collaborative approach to learning in which the tasks provide opportunities for the student to take active responsibility for their learning. The participants will work in small groups. Each group will develop a web-based learning activity that consists of a number of modules with the aim to support the fulfilment of intended learning outcomes. During the first part of the course, the participants work with the creation of the learning activity with support from the course management. During the second part of the course, the participants will study in accordance with one another's learning activities, and evaluate them by means of action evaluation. The group work will provide opportunities for the participants to create a course and, based on theory, discuss the design, development and content of the course constructed.
Participation in the group work is compulsory and provide basis for the individual examination task. The course coordinator decides whether, and if so how, absence from compulsory course elements can be compensated. Study results cannot be reported until the student has participated in compulsory course elements or compensated for any absence in accordance with instructions from the course coordinator. Absence from a compulsory course element could mean that the student can not retake the element until the next time the course is offered.
In parallel with the above the participants willl work with his/her own continuing professional development in leadership and collaborative work.
Examination
The examination consists of an individual assignment, which is based on the group's assignment. In the individual assignment participants will critically review the course produced by their own group, personal group and leadership skills in relation to the group task. The assignment should be linked to theory and central concepts of the course.
Students who have not passed the regular examination are entitled to participate in five more examinations. Students without approved results after three examinations can be offered to retake the course or parts of it once more; subject to availability. If the student has failed six examinations/tests, no additional examination is given. Each occasion the student participates in the same test counts as an examination. Submission of a blank exam paper is regarded as an examination. In case a student is registered for an examination but does not attend, this is not regarded as an examination.
Transitional provisions
The examination will be provided during a period of two years after a close-down of the course.
Other directives
A course evaluation will be carried out according to the guidelines that are established by the Board of education at Karolinska Institutet.
Language of instruction: English
Literature and other teaching aids
New York : McGraw-Hill, cop. 2009 - li, 441 s. ISBN:978-0-07-159208-6 (alk. paper) LIBRIS-ID:11318130 Library search
London : Random House Business, 2006. - 35 p. ISBN:1-905211-32-5 (pbk.) LIBRIS-ID:11565185 Library search
London : Simon & Schuster, 1999 - 358 s. ISBN:0-684-85839-8 (pbk) LIBRIS-ID:8294250 Library search
1. ed. : New York : HarperBusiness, cop. 1998 - xiii, 219 s. ISBN:0-88730-842-2 LIBRIS-ID:6254468 Library search
2. ed. : London : Random House Business Books, 1999 - xv, 207 s. ISBN:1-84413-146-7 LIBRIS-ID:9645374 Library search
Boston, Mass. : Harvard Business School Press ;a London :b McGraw-Hill [distributor], 2007. - xiv, 272 p. ISBN:978-1-4221-0250-3 (hbk.) LIBRIS-ID:10654324 Library search
Cambridge, Mass. ;a London : Belknap Press of Harvard Univ. Press, 1994 - 348 s. ISBN:0-674-51858-6 LIBRIS-ID:5116591 Library search
Los Angeles ;a London : SAGE, 2008 - x, 162 s. ISBN:1-4129-2845-1 (hbk.) LIBRIS-ID:10734881 Library search
Oxford : Blackwell science, 2000 ISBN:# ISBN:0-632-05739-4 ;CIP entry LIBRIS-ID:LIBRIS-ID:5089183 Library search
Boston, Mass. : Harvard Business School Press, cop. 2005 - 238 s. ISBN:1-59139-619-0 (inb.) LIBRIS-ID:9627193 Library search
Edinburgh : Canongate Books, 2009 ISBN:9781847677686 Library search
London : Routledge, 1998 LIBRIS-ID:LIBRIS-ID:11575442
Stockholm : 2011 - 127 s. ISBN:978-91-7457-358-9 LIBRIS-ID:12223917 URL: Online Library search
2. ed. : Thousand Oaks, Calif. : SAGE, 2005 - 151 s. ISBN:1--41291376-4 (pbk.) LIBRIS-ID:10134437 Library search