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Leadership
Study Course Description
Course Description Statuss:Approved
Course Description Version:4.00
Study Course Accepted:02.02.2024 12:30:53
| Study Course Information | |||||||||
| Course Code: | SBUEK_158 | LQF level: | All Levels | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Management | Target Audience: | Business Management; Management Science; Marketing and Advertising | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Kristaps Zaļais | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Faculty of Social Sciences | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Dzirciema street 16, Rīga, szf rsu[pnkts]lv | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 5 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 10 | ||||
| Total Contact Hours | 20 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 5 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 10 | ||||
| Total Contact Hours | 20 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not required. | ||||||||
| Objective: | To provide students with insight and knowledge about the main features of leadership and to develop leadership skills. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | A history of leadership. | Lectures | 1.00 | auditorium | |||||
| 2 | The main characteristics of a leader. | Lectures | 1.00 | auditorium | |||||
| 3 | The meaning and application of emotional intelligence in everyday life. | Lectures | 1.00 | auditorium | |||||
| 4 | Creating a leader's profile. | Classes | 1.00 | auditorium | |||||
| 5 | A story of leadership experience. | Classes | 1.00 | auditorium | |||||
| 6 | Differences between leader and manager. | Lectures | 1.00 | auditorium | |||||
| 7 | Leadership challenge - solving a practical example. | Classes | 1.00 | auditorium | |||||
| 8 | Decision-making. | Classes | 1.00 | auditorium | |||||
| 9 | Motivating and inspiring. | Lectures | 1.00 | auditorium | |||||
| 10 | A practical example of leadership failure. | Classes | 1.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | A history of leadership. | Lectures | 1.00 | auditorium | |||||
| 2 | The main characteristics of a leader. | Lectures | 1.00 | auditorium | |||||
| 3 | The meaning and application of emotional intelligence in everyday life. | Lectures | 1.00 | auditorium | |||||
| 4 | Creating a leader's profile. | Classes | 1.00 | auditorium | |||||
| 5 | A story of leadership experience. | Classes | 1.00 | auditorium | |||||
| 6 | Differences between leader and manager. | Lectures | 1.00 | auditorium | |||||
| 7 | Leadership challenge - solving a practical example. | Classes | 1.00 | auditorium | |||||
| 8 | Decision-making. | Classes | 1.00 | auditorium | |||||
| 9 | Motivating and inspiring. | Lectures | 1.00 | auditorium | |||||
| 10 | A practical example of leadership failure. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | The independent work will be in three situation analysis groups, to which it will be necessary to prepare presentations and written answers. Two seminar texts, followed by seminars with test questions at the end. | ||||||||
| Assessment Criteria: | Attendance at lectures and seminars - 10%, activity and quality in independent work - 40% and the final work - 50% will be taken into account when making the assessment. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Within the course, you will gain knowledge about leadership, its development and history, as well as emotional knowledge. After completing the course, the student will be able to name different types of leadership and practical examples of leadership. | ||||||||
| Skills: | By the end of the course, students will have leadership skills, emotional intelligence and its application in various life situations. In addition, they will know how to distinguish between leadership and management. Within the framework of the course, the ability to motivate and inspire teammates, group members, etc. will also be developed. | ||||||||
| Competencies: | By using the group works included in the course, students will develop the necessary competences while working in groups and assuming different roles in them. As part of the course, several situation analyzes will have to be carried out, after which the students will be able to use their own, group members' and other groups' competences, as well as the competences reflected in the example itself. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | R. Ashkenas, B. Manville. The Fundamentals of Leadership Still Haven’t Changed | ||||||||
| 2 | HBR's 10 Must Reads on Leadership | ||||||||
| 3 | S. Sinek. Leaders Eat Last: Why Some Teams Pull Together and Others Don't | ||||||||
| 4 | J.C. Maxvell. Leadershift: The 11 Essential Changes Every Leader Must Embrace | ||||||||
| 5 | T. Bradberry, J. Greaves. Emotional Intelligence 2.0 | ||||||||
| 6 | A. Algahtani. Are Leadership and Management Different? A Review | ||||||||
| Additional Reading | |||||||||
| 1 | S. Mohammadpour. Authentic Leadership: A New Approach to Leadership (Describing the Mediatory Role of Psychological Capital in the Relationship between Authentic Leadership and Intentional Organizational Forgetting) | ||||||||
| 2 | A. Vance. Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future | ||||||||
| 3 | D. Dudley. Everyday leadership | ||||||||
| 4 | F. C. Lunenburg. Leadership versus Management: A Key Distinction—At Least in Theory | ||||||||
