Curricula

Objectives

The students will approach & frame the study of the co-creative organizational leadership discipline from three perspectives:

- the individual
- the team
- the organization

The students will know how to use the elements of the creative work to develop a creative working process & conducive climate in organizational environments.
The students will become aware of the importance of the interaction between intrinsic motivation and social responsiveness in a co-creative organizational culture.
The students will become familiar with the SESS Skills (sensorial, emotional, and spiritual skills) required in co-creative leadership to process complexity and uncertain contingencies.
The students have an opportunity to experience meditation and/or contemplative/creative practices as vehicles of their creativity in the realization of their projects based on their talent and/or vocation.
The students will experience the EspressoSkillsLAB©MZ training activities designed by the teacher.
The students will have the possibility to learn how to create their own co-creative organizational leadership model.


ILOs - intended learning outcomes

(IBCOM)
Communication Skills
Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.

(IBCOL)
Intercultural Collaboration Skills
Demonstrate intercultural teamwork, leadership, and conflict resolution skills.

(IBETH)
Ethical Conduct
Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.

(IBPER)
Skills for Personal Career Development
Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.

Time and location

Course-Journey calendar

11 weeks seminar+workshops


MAIN CAMPUS: RAJAKATU
JAMK University of Applied Sciences
Rajakatu 35
40200 Jyväskylä - FI

Learning materials and recommended literature

Educational dedicated material + Teacher's publications

Northouse, P.G. 2018. Leadership. Theory and Practice. 8th Edition. International Student Edition. Sage Publication.
Goleman, D. 2006. Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books.
Kabat-Zinn, J. 2012. Mindfulness for beginners: Reclaiming the present moment and your life.
Sadhguru, J.V. 2016. Inner Enginnering. A Yogi's guide to joy. Spiegel & Grau. New York
Scharmer, O., & Kaufer, K. 2013. Leading from an emerging future: from eco-system to ecosystem economies. San Francisco, CA: Berrett-Koehler.
Shankman, M.L., & Allen, S.J. 2015. Emotionally Intelligent. A guide for college students. (2nd ed.). San Francisco, CA: Jossey-Bass.
Stevenson, L., & Haberman, D. L. 1998). Ten theories of human nature (3rd ed.). Oxford University Press.

Open Source:

- Zoccoli, M. 2017. Mindful Leadership at Fratelli Branca Distillerie srl. Master’s Degree Programme in International Business Administration. Jyväskylä: JAMK University of Applied Sciences. http://urn.fi/URN:NBN:fi:amk-2017102716360
- Zoccoli, M. 2018. Flying on the Eagle: Millennials' educational journey into the Mindful Leadership. JAMK Publications
- Zoccoli, M. 2019. Creating Leadership: Leadership eMagazine: https://verkkolehdet.jamk.fi/creatingleadership/
- Zoccoli, M. 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/
- Zoccoli, M. 2020. The Apple & The Candle. Human students transformative leadership experience. JAMK Publications

+ EXTRA DEDICATED MATERIAL
Teacher's presentations
Articles
Thesis
Videos etc...

Teaching methods

The context of the course is international, intercultural, interreligious, and interdisciplinary

The course is meant as a journey where the student experience:
1. Experiential learning
2. Individual & Collective Coaching
3. Network activation
4. Executive process and follow up
5. Awareness-based leadership & decision making

Three main stages of the teaching/learning process:

- Knowledge through lectures
- Knowledge /experience through practical work and challenges
- Knowledge /experience through teamwork project-based learning

For the pedagogical approach:

Zoccoli, M 2019. Connectivism, the pedagogical social fabric and the pipe as a knowledge and skills conductor in the professional identity formation of the student in higher education in the 21st century.
https://verkkolehdet.jamk.fi/ev-peda/2019/11/02/connectivism-the-pedagogical-social-fabric-and-the-pipe-as-a-knowledge-and-skills-conductor-in-the-professional-identity-formation-of-the-student-in-higher-education-in-the-21st-century/

Student workload

The passing of the course requires very active participation during seminar days
+ Self-generated work (50%)
+ Project-based collective work or training workshop creation (50%)

More information will be offered to students during the first contact session.

The course-journey is co-created with the students and tailor-made according to the class size, the students' talents & attitudes, and the present moment in which the course happens.

Further information for students

Exchange and Study Abroad students: 20 (included in the total capacity)

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Adequate 1
The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking. The reporting follows JAMK’s reporting instructions partially.

Satisfactory 2
The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient. The report mostly follows JAMK’s reporting instructions.

Evaluation criteria, good (3-4)

Good 3
You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).

Very good 4
You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in your field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.

Evaluation criteria, excellent (5)

Excellent 5
You are able to create new information. You are able to follow and analyse the development and international research in the fields of expertise. You reflect on the matter at a social level. You are able to define the essential concepts related to the special competence of the field in relation to each other. You lead or plan a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. You utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results. The report follows JAMK’s reporting instructions.

Further information

Welcome to make your choice between the course Basic Leadership Skills and Co-creative Organizational Leadership.
The student can choose to be enrolled in only ONE course in the same semester.