Course syllabus - Leadership for Sustainable Change 1 - Building Change Mindsets and Reflective Competencies (LSC1)

Objectives

The general purpose of all Leadership for Societal Change (LSC) courses is to develop management practices that support a green transition of industry, which is largely about taking initiatives to create conditions and leading processes for alternative technology development. The specific purpose of the Leadership for Societal Change 1 course is to shape students' critical reflective competencies, making them more prone to question existing technology and processes and, through initiatives for new practices learn from their experiences and master their further personal development as transformative leaders for a more sustainable industry and society.

Learning outcomes

After completing the course, the student shall have developed:

Knowledge and understanding

A critical understanding of how theoretical and practical reflection, together with action, builds competence development and leadership within a green transition of workplaces and society.

Skills and abilities 

The ability to, through action, together with theoretical reflection, create a personal learning strategy for leading a green transformation of workplaces and society.

Evaluation and approach  

The ability to critically assess and question how one's own and others' thinking and actions create change and contribute to a green transformation of workplaces and society.

Course content

Leadership for Societal Change courses are designed to be formative, flexible and built on the premise that students have difficulty leaving work and coming to campus at specific dates and times.

The course structure includes all material available on the learning platform from day 1, which makes it possible for the student to complete the different parts of the course at their own pace and in their chosen order (except for the final exam part). As support, there are recorded introductory lectures for each course as well as recorded lectures that present each task, including theoretical reviews.

Students complete for each course a required number of selected tasks (from a task bank) for INL1, in an order of their own choosing, plus a final mandatory task, INL2.

Specific requirements

A bachelor's degree of at least 180 credits or at least 90 credits with progressive specialization including at least five years of general work experience.

Examination

Assignment (INL1), 2 credits, grade Passed (G) (Refers to learning objectives 1-3)
Final Assignment (INL2), 0.5 credits, grade Passed (G) (Refers to learning objectives 1-3)

A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.

Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.

Grade

Pass, Fail