Bachelor's degree, consisting of 180 credits. The equivalent of English 6 in Swedish upper secondary school.

The course is included in the main area Leadership and Organisation at advanced level of 91-120 credits.

The aim of the course is to deepen the students' understanding of various critical perspectives and how these can be applied to leadership and organizational studies. The course focuses on organizations as regimes of power and with a special focus on gender.

The course consists of two modules:

• Critical perspectives in Leadership and Organization(7.5 credits): The course aims to give the students tools to be able to analyze and identify different forms of inequality within an organization. The first module introduces a range of different theoretical perspectives which explore how inequalities based on e.g. gender, race/ethnicity, social class or sexuality manifest themselves and shape organizations, and how different forms of leadership respond to these inequalities.
• Gender in the workplace (7.5 credits): The module is designed to develop a theoretical framework for understanding gender in the workplace, which is done from an individual, group and organizational perspective. Key concepts and theories concerning gender differences, gender-divided work, paid and unpaid labor and gender ideologies are analyzed. A critical scrutiny of rules and organizational strategies for equality is carried out to identify and develop interventions and practices that reinforce equality and inclusion in the workplace.

After finishing the course the students shall be able to:

1. Identify and argue for the importance of considering critical perspectives in leadership and organizational studies.
2. Critically analyze the theoretical assumptions that underlie our understanding of power and how that relates to management and organization of labor.
3. Understand the difference between the conceptualization of gender and power relations as a category and gender and power relations as something that is constructed.
4. Identify and develop measures and methods which encourage equality, integration and cooperation.

The tuition will be carried out through group projects, debates and discussions, case projects and individual assignments.

• Module 1 (Learning outcomes 1 and 2) will be examined by means of an individual written examination (7.5 credits) (A-E, U).
• Module 2 (Learning outcomes 3 and 4) will be examined by means of a case project which will be carried out in groups and presented both orally and in writing (7.5 credits) (UG).

To pass the course all examinations must be passed. The grade of the entire course is determined by the individual examination.

• Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press, Durham.

• Jørgensen, K. M. (2023). The ethics of sustainability in management. Storymaking in organizations. Routledge, London. (eBook available).

• Kumra, S., Simpson, R., Burke, R. (2016). The Oxford Handbook of Gender in Organizations. Oxford university press, Oxford.

• Kumra, S. & Manfredi, S. (2012). Managing Equality and Diversity. Oxford University Press, Oxford.

• Tyler, M. (2020). Judith Butler and Organization Theory. Routledge, London. (eBook available).

Complementary scientific articles will be provided electronically.

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format.

The syllabus is a translation of a Swedish source text