Choose semester and course offering
Choose semester and course offering to see information from the correct course syllabus and course offering.
Content and learning outcomes
The aim with the course is that the students should develop his ability to by means of research-based theories and methods reflect on how the school and other education environments as organisations for teaching, professional socialisation and career opportunities can be developed, and prepare the students for their own analysis and development work in their teaching practice.
The course focuses on the school and other education environments as working organisations. It gives an introduction to organisational theory with a power perspective, in order to prepare the students for own analysis and development work in their teaching practice. The organisational perspective is important to be able to understand both in what way structures and cultures shape us as people and give us different preconditions to achieve different aims. We comes to particularly direct our attention on questions about power and social categories such as sex/genders, class and ethnicity. Based on our analyses, we will reflect on in what way the school and other education environments can be developed to more equal and equal working organisations.
The course is largely project-based. Initially, a presentation of theories and concepts are made to be able to collect materials and make analyses of organisations with a focus on power relations. Then, a project work comes in groups of three to four to be carried out. The project goes out on to make an analysis of a school or other education environment by means of the course literature, and during the time of the project be reported issue, research plan and analysis as written assignments. The project is reported in writing in a coherent final report.
The course is assessed through written assignments and written and oral reporting of project work.
Intended learning outcomes
After passing the course, the students should be able to:
- Describe and discuss central concepts and theories of schools and other educational environments from an organizational theory related perspective of and report these in writing and orally
- Identify and formulate a scientific issue that problematises organisational practices in an business/organisation based on theoretical concepts such as power, gender, ethnicity, class, equality, diversity and leadership
- Design a research plan for how this scientific issue should be turned into principles of collection, systematisation and analysis of empirical material in a business/organisation
- Analyse empirical studies in relation to the scientific issue and present a cohesive scientific final report to scientific examination orally and in writing
See the course syllabus.
Literature and preparations
UCK310 Social Relations and Educational Leadership completed
None in addition to the specific prerequisites.
Bjørndal, Cato R. P. (2005). Det värderande ögat: observation, utvärdering och utveckling i undervisning och handledning. 1. uppl. Stockholm: Liber
Strannegård, Lars & Eriksson-Zetterquist, Ulla (2011). Organisering. 1. uppl. Malmö: Liber
Wahl, A., Höök, P., Holgersson, C. och Linghag, S. (2011). Det ordnar sig. Teorier om organisation och kön. Lund: Studentlitteratur.
Artiklar och utdrag ur böcker
Egerbladh, T. & Tiller, T. (1998) Forskning i skolans vardag. Lund: Studentlitteratur. (utdrag ur boken kommer att finnas tillgängligt på Canvas)
Lindgren, M. & Packendorff, (2008) Woman, teacher, entrepreneur: On identity construction in female entrepreneurs of Swedish independent schools. I: I. Aaltio, P. Kyrö & E. Sundin (eds.) Women Entrepreneurship and Social Capital: A Dialogue and Construction, pp. 193-223. Copenhagen: Copenhagen Business School Press. (kommer att finnas tillgängligt på Canvas)
Futher course literature will be announced at the start of the course.
Examination and completion
If the course is discontinued, students may request to be examined during the following two academic years.
- INL1 - Assignment, 0.5 credits, grading scale: P, F
- INL2 - Assignment, 0.5 credits, grading scale: P, F
- INL3 - Assignment, 1.0 credits, grading scale: P, F
- PRO1 - Project, 2.0 credits, grading scale: P, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
The course is assessed through written assignments, and written and oral reporting of project work. Grading scale: Pass/Fail
For the grade Pass approved written assignments and project work and full attendance at all occasions is required .
Opportunity to complete the requirements via supplementary examination
See the course syllabus.
Opportunity to raise an approved grade via renewed examination
Decided by the examiner.
- All members of a group are responsible for the group's work.
- In any assessment, every student shall honestly disclose any help received and sources used.
- In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.
Further information about the course can be found on the Course web at the link below. Information on the Course web will later be moved to this site.Course web ME2084
Main field of study
See the course and program directory.
Monica Lindgren (firstname.lastname@example.org)
Only open for students admitted to the MSc in engineering programme CLGYM