Students must have passed the course OL641E - Organising and Leading Sustainable Organisations (7,5 credits).

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

The purpose of this course is to develop a critical and constructive understanding of sustainable development at three different levels – individual, organizational and inter- organizational. The course utilizes a systems approach to explore the dynamic interactions between these different levels in the context of leading and organizing sustainable development. Students are taught how to strategically assess challenges and develop logical arguments for relevant approaches to sustainable development.

The course is based on three perspectives. These perspectives are addressed from a micro to meso-level of understanding. The first perspective focuses on sustainability at the individual/group level. The second perspective addresses sustainable development at the organisational level with a focus on organizational learning. The third perspective focuses on inter-organisational cooperation/collaboration.

The purpose of the course is to develop a critical and integrated understanding of the three perspectives in the context of sustainability and sustainable development.

Knowledge and understanding

After a successful completion of this course the student will be able to:

• 1- identify and describe the main models and lines of thoughts in the three perspectives of sustainable development in terms of individual/group dynamics, learning in organisations and inter-organisational cooperation/collaboration.
• 2- classify, synthesise and interpret the current research about sustainable development in relation to the three perspectives in focus: individual, organisational and inter-organisational/network.

Skills and competencies

After a successful completion of this course the student will be able to:

• 3- review, examine and contrast three perspectives in focus: individual, organisational and inter-organisational/network.
• 4- analyse and assess how the three perspectives in focus, i.e. individual, organisational and inter-organisational/network, interact with each other for sustainability and sustainable development.
• 5- critically evaluate a project aiming at sustainable development and argue for a relevant approach to sustainable development as well as generate alternatives to the problem through the lens of the three perspectives.

Judgement and approach

After a successful completion of this course the student will be able to:

• 6- critically reflect on the contemporary literature and research within the fields of individual/group dynamics, learning in organisations and inter-organisational cooperation/collaboration.
• 7- problematise organisations and leadership from a sustainable development angle via the three perspectives.
• 8- critically reflect on sustainable development in the context of organisations, organizing and leadership using the three perspectives.
• 9- critically reflect on the roles of leaders, managers and project managers for sustainable development and reflect on his/her own leadership and managerial roles, skills and behaviours in his/her fields of competence.

The course is organized into three self-contained modules; Each module is based on one of the three perspectives – Individual; Organizational or Network perspective.

Each module includes the following learning activities: lectures; group work; compulsory seminars and presentations (peer-teaching). A central part of the course is to enable students to connect and apply knowledge to a specific case. The students will demonstrate this knowledge through a written individual theoretical synthesis and a group case simulation exercise.

Student work is assessed based on three forms of evaluation:

Theory seminars account for 3 credits (1 credit each). Theory seminars are evaluated on a pass/fail basis based on both preparation for the seminar and active participation in the presentation and discussion. Students are to demonstrate knowledge corresponding to learning outcomes 1, 2, 3, 4, 6, 7 and 8 (grading scale U-fail/G-pass)

The development of an individual paper that integrates the three perspectives (individual, organizational and network perspective) and demonstrates an integrated, systemic understanding of sustainable development; 3 credits. Assessment based on learning outcomes 1, 2, 3, 6, 7 and 8.(grading scale Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U)).

Participation in an integrative case simulation seminar accounts for 1,5 credits; The case simulation is evaluated on a pass/fail basis based on both constructive critique of the case, and development and presentation of a collaborative solution. This work is conducted in small groups. Students must demonstrate knowledge corresponding to learning outcomes 4, 5, 7, 8 and 9 (Grading scale U-fail/G-Pass).

Vid kursstart ges en litteraturlista på ytterligare litteratur som behövs för kursen (utöver böckerna nedan). Studenterna kommer eventuellt också att behöva köpa ett case via Harvard Business School Publishing.

• Eweje, G. & Bathurst, R.J. (Eds.). (2017). CSR, Sustainability and Leadership. New York, NY: Routledge.
• Senge, P. (2006). The Fifth Discipline: The Art & Practice of the Learning Organization., UK: Cornerstone.

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