Syllabus for OML-630

CONTEMPORARY ISSUES IN LEADERSHIP


COURSE DESCRIPTION

Contemporary Issues in Leadership focuses on compelling issues in leadership theory and practice. It is intended to present students with some of the latest and most innovative thinking about leadership and to promote practical insights for leadership within work and community settings.

The course encourages students to look beyond embedded leadership ideas and practices and to consider leadership more broadly. Students cover the topics of leaders and followers (toxic leadership), men and women (gender in leadership), and individuals and teams (team leadership). Students are invited to rethink their orientation to leadership and human interaction and to apply their learning to a real-world setting.

Advisory: This course follows naturally from the foundations laid in OML-610 (Organizational Management and Leadership I) and in OML-620 (Leadership and Management II). The three courses together form a logical sequence that moves from a general exploration of theory and practice in OML-610, to a focus on leading and managing self in OML-620, and finally to a focus on contemporary leadership issues in OML-630. While these courses present a comprehensive look at management, OML-610 and OML-620 are not prerequisites for OML-630, which can be taken as an individual course that provides exploration and focus on contemporary leadership issues and practices.

COURSE OBJECTIVES

Upon completion of the course, students should be able to:

  1. Analyze toxic leadership, including the role played by followers in toxic leadership situations.
  2. Evaluate strategies for addressing and surviving toxic leadership.
  3. Discuss women in leadership roles.
  4. Analyze the ways in which men and women lead differently.
  5. Evaluate the role of leadership in establishing conditions that enable teams to function effectively.
  6. Apply effective teamwork skills and practices.
  7. Recommend ways that contemporary leadership perspectives can be applied in a current work or community setting.

COURSE MATERIALS

You will need the following materials to do the work of the course. The required textbook is available from the College's textbook supplier, MBS Direct.

Required Textbook

  1. Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Boston: Harvard Business School Press.

ISBN-13: 978-1422116913

        

  1. Hackman, J. R. (2002). Leading teams: Setting the stage for great performances. Boston: Harvard Business School Press.

ISBN-13: 978-1578513338

  1. Lipman-Blumen, J. (2005). The allure of toxic leaders: Why we follow destructive bosses and corrupt politicians--and how we can survive them. New York: Oxford University Press.

ISBN-13: 978-0195312003

Module Commentaries

Each module in this course includes commentary material. This material serves to supplement, clarify, summarize, or illustrate text material. Read these commentaries in addition to the text material and before you work on the activities in the module.

COURSE STRUCTURE

Course title is a three-credit online course, consisting of three (3) modules. Modules include an overview, topics, learning objectives, study materials, and activities. Module titles are listed below.

  1. Module 1:  Toxic Leaders: A Look at Destructive Leadership

  1. Module 2:  Women as Leaders: A Look at Gender in Leadership

  1. Module 3:  Leading Teams: A Look at Leadership in and by Teams

ASSESSMENT METHODS

For your formal work in the course, you are required to participate in online discussion forums, complete written activities, and complete a final project. See below for more details.

Consult the course Calendar for due dates.

Discussion Forums

Within each module you will participate in at least one online class discussion forum. All discussion forums take place asynchronously on the class Discussion Board.

Online discussions provide an opportunity for you to interact with your classmates. During this aspect of the course, you respond to prompts that assist you in developing your ideas, you share those ideas with your classmates, and you comment on their posts. Discussion board interactions promote development of a community of learners, critical thinking, and exploratory learning.

Please participate in online discussions as you would in constructive face-to-face discussions. You are expected to post well-reasoned and thoughtful reflections for each item, making reference, as appropriate, to your readings. You are also expected to reply to your classmates' posts in a respectful, professional, and courteous manner. You may, of course, post questions asking for clarification or further elucidation on a topic.

Click link for an Evaluation Rubric.

Written Assignments

Each module contains three types of assignments:

  1. Reflection Papers: Students will be required to respond to short reflection activities for each module. Responses will be one to two pages in length.

  1. Video Case Papers: Students will be required to submit responses to questions on one video per module. Responses will be one to two pages in length.

  1. Module Papers: Students will be required to provide more in-depth discussion/analysis of topics in each module. They will read an assigned article in addition to module text readings. These papers will be five to six pages in length.

Click the appropriate link for an evaluation rubric for each type of assignment:

  1. Reflection Paper Evaluation Rubric
  2. Video Assignment Evaluation Rubric
  3. Module Paper Evaluation Rubric

Final Project

Students will submit a final course paper (8-10 pages or 2000 to 2500 words) that explains how they can take what they have learned from the course and apply it in a current work or community setting.

Click link for an Evaluation Rubric.

Note about research: The use of Wikipedia or other online encyclopedias for graduate-level papers is inappropriate. Aside from the uneven quality of the information that may be found in these sources, the real issue is that the information presented in these sources is "already digested." Use of such sources is an unacceptable shortcut for the graduate student. Students gathering information from these sites are essentially obtaining analyses done by someone else, not doing the work themselves. Rather than exploring the literature on a subject, such students are merely using the words of others who have already taken this vital step in academic research. It is imperative that graduate students be able to search the more academically-oriented literature, sift through useful (and not so useful) information, analyze, synthesize, and report the results of their activities. All of these steps are bypassed if information is cited from an online site such as Wikipedia. To sum up: Using information summarized or annotated by someone else is an unacceptable shortcut for a graduate student.

GRADING AND EVALUATION

Your grade in the course will be determined as follows:

  1. Online discussions (3)—10 percent
  2. Reflection papers—15 percent
  3. Video case papers—15 percent
  4. Module papers—30 percent
  5. Final paper—30 percent

All activities will receive a numerical grade of 0–100. You will receive a score of 0 for any work not submitted. Your final grade in the course will be a letter grade. Letter grade equivalents for numerical grades are as follows:

A

=

93–100

B–

=

80–82

A–

=

90–92

C+

=

78–79

B+

=

88–89

C

=

73–77

B

=

83–87

F

=

Below 73

To receive credit for the course, you must earn a letter grade of C or higher on the weighted average of all assigned course work (e.g., assignments, discussion postings, projects, etc.). Graduate students must maintain a B average overall to remain in good academic standing.

STRATEGIES FOR SUCCESS

First Steps to Success

To succeed in this course, take the following first steps:

  1. Read carefully the entire Syllabus, making sure that all aspects of the course are clear to you and that you have all the materials required for the course.
  2. Take the time to read the entire Online Student Handbook. The Handbook answers many questions about how to proceed through the course, how to schedule exams, and how to get the most from your educational experience at Thomas Edison State College.

  1. Arrange to take your examination(s) by following the instructions in this Syllabus and the Online Student Handbook.

  1. Familiarize yourself with the learning management systems environment—how to navigate it and what the various course areas contain. If you know what to expect as you navigate the course, you can better pace yourself and complete the work on time.

  1. If you are not familiar with Web-based learning be sure to review the processes for posting responses online and submitting activities before class begins.

Study Tips

Consider the following study tips for success:

  1. To stay on track throughout the course, begin each week by consulting the course Calendar. The Calendar provides an overview of the course and indicates due dates for submitting activities, posting discussions, and scheduling and taking examinations.

  1. Check Announcements regularly for new course information.

ACADEMIC INTEGRITY

Students at Thomas Edison State College are expected to exhibit the highest level of academic citizenship. In particular, students are expected to read and follow all policies, procedures, and program information guidelines contained in publications; pursue their learning goals with honesty and integrity; demonstrate that they are progressing satisfactorily and in a timely fashion by meeting course deadlines and following outlined procedures; observe a code of mutual respect in dealing with mentors, staff, and other students; behave in a manner consistent with the standards and codes of the profession in which they are practicing; keep official records updated regarding changes in name, address, telephone number, or e-mail address; and meet financial obligations in a timely manner. Students not practicing good academic citizenship may be subject to disciplinary action including suspension, dismissal, or financial holds on records.

Academic Dishonesty

Thomas Edison State College expects all of its students to approach their education with academic integrity—the pursuit of scholarly activity free from fraud and deception. All mentors and administrative staff members at the College insist on strict standards of academic honesty in all courses. Academic dishonesty undermines this objective. Academic dishonesty takes the following forms:

  1. Cheating
  2. Plagiarizing (including copying and pasting from the Internet without using quotation marks and without acknowledging sources)
  3. Fabricating information or citations
  4. Facilitating acts of dishonesty by others
  5. Unauthorized access to examinations or the use of unauthorized materials during exam administration
  6. Submitting the work of another person or work previously used without informing the mentor
  7. Tampering with the academic work of other students

Academic dishonesty will result in disciplinary action and possible dismissal from the College. Students who submit papers that are found to be plagiarized will receive an F on the plagiarized activity, may receive a grade of F for the course, and may face dismissal from the College.

A student who is charged with academic dishonesty will be given oral or written notice of the charge. If a mentor or College official believes the infraction is serious enough to warrant referral of the case to the academic dean, or if the mentor awards a final grade of F in the course because of the infraction, the student and the mentor will be afforded formal due process.

If a student is found cheating or using unauthorized materials on an examination, he or she will automatically receive a grade of F on that examination. Students who believe they have been falsely accused of academic dishonesty should seek redress through informal discussions with the mentor, through the office of the dean, or through an executive officer of Thomas Edison State College.

Plagiarism

Using someone else's work as your own is plagiarism. Although it may seem like simple dishonesty, plagiarism is against the law. Thomas Edison State College takes a strong stance against plagiarism, and students found to be plagiarizing will be severely penalized. If you copy phrases, sentences, paragraphs, or whole documents word-for-word—or if you paraphrase by changing a word here and there—without identifying the author, then you are plagiarizing. Please keep in mind that this type of identification applies to Internet sources as well as to print-based sources. Copying and pasting from the Internet, without using quotation marks and without acknowledging sources, constitutes plagiarism. (For information about how to cite Internet sources, see Online Student Handbook > Academic Standards > "Citing Sources.")

Accidentally copying the words and ideas of another writer does not excuse the charge of plagiarism. It is easy to jot down notes and ideas from many sources and then write your own paper without knowing which words are your own and which are someone else's. It is more difficult to keep track of each and every source. However, the conscientious writer who wishes to avoid plagiarizing never fails to keep careful track of sources.

Always be aware that if you write without acknowledging the sources of your ideas, you run the risk of being charged with plagiarism.

Clearly, plagiarism, no matter the degree of intent to deceive, defeats the purpose of education. If you plagiarize deliberately, you are not educating yourself, and you are wasting your time on courses meant to improve your skills. If you plagiarize through carelessness, you are deceiving yourself.

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