In this course, candidates will study various organizations in the context of their environment to understand the internal and external processes that promote and inhibit organizational change. The focus is on the essential role that organizational leaders play in identifying these processes, guiding their development, and filtering and disseminating challenges and other information to the organization. Special attention will be given to the development of organizational resources, especially human resources. The use of contemporary resources will be reinforced by extensive individual research investigations and interactions with library reference personnel throughout the course.

The theme around which the course will be delivered is cooperative behavior and organizational adaptation. In particular, we will examine organizational leadership in relation to successful change management and the achievement of strategic outcomes in rapidly changing internal and external environments. There will be a special focus on public, non-profit, and cooperative organizations.

This course is framed within a constructivist perspective that embraces the belief that knowledge is socially constructed. Learning is viewed as a developmental process that is enhanced when students learn to view problems and issues from multiple perspectives and construct their knowledge from their own interpretations of numerous diverse pieces of evidence. Teaching approaches are directed toward open-ended inquiry, critical thinking, reflection, and social interactions.

This course is framed within a constructivist perspective that embraces the belief that knowledge is socially constructed. Learning is viewed as a developmental process that is enhanced when students learn to view problems and issues from multiple perspectives, constructing knowledge from their own interpretations and numerous pieces of evidence. Teaching approaches are directed toward open-ended inquiry, critical thinking, reflection, and social interaction. Instructional methods may include whole class and small group discussions, individual and cooperative activities, presentations by instructors and classmates, internet and library searches, observations of instructional videos, and research.

This course is framed within a constructivist perspective that embraces the belief that knowledge is socially constructed. Learning is viewed as a developmental process that is enhanced when students learn to view problems and issues from multiple perspectives, constructing knowledge from their own interpretations using contemporary data and numerous references. Teaching approaches are directed toward open-ended inquiry, critical thinking, reflection, and social interaction. Instructional methods may include whole class and small group discussions, individual and cooperative activities, presentations by instructors and classmates, internet and library searches, observations of instructional videos, and research.

This course is framed within a constructivist perspective that embraces the belief that knowledge is socially constructed.  Learning is an enhanced developmental process when students learn to view problems and issues from multiple perspectives, constructing knowledge from their own interpretations of numerous pieces of evidence.  Teaching approaches are direct-involved inquiry, critical thinking, reflection, and social interaction.  Instructional methods will include the whole class, lectures by the instructor and classmates, internet and library searches, and observations.  Technology is an integral part of this course, and all assignments, rubrics and notes will be made available before class. As the success of the class overall depends on each individual's success, students are expected to remain up to date on their readings and assignments. 

The class consists of a discussion of readings on the topics of international economics, international political economy, economics of leadership, and economics of organizations.

This course is framed within a constructivist perspective that embraces the belief that knowledge is socially constructed. Learning is viewed as a developmental process that is enhanced when students learn to view problems and issues from multiple perspectives, creating knowledge from their interpretations of numerous pieces of evidence. Therefore, teaching approaches involve open-ended inquiry, critical thinking, reflection, and social interaction. Instructional methods will include whole class and small group discussions, individual and cooperative activities, presentations by instructors and classmates, inter-net and library searches, observations of instruction videos, and research.

This course is framed within a constructivist perspective that embraces the belief that knowledge is socially constructed. Learning is viewed as an enhanced developmental process when students learn to view problems and issues from multiple perspectives, constructing knowledge from their own interpretations of numerous pieces of evidence. Teaching approaches are directed toward open-ended inquiry, critical thinking, reflection, and social interaction. Instructional methods will include whole-class and small-group discussion, individual and cooperative activities, online discussions, professor presentations, Internet and library searches, and practice of statistics problems in the computer lab.

This course is framed within a constructivist perspective that embraces the belief that knowledge is socially constructed. Learning is viewed as a developmental process that is enhanced when students learn to view problems and issues from multiple perspectives, constructing knowledge from their own interpretations numerous pieces of evidence. Teaching approaches are directed toward open-ended inquiry, critical thinking and reflection and social interaction. Instructional methods will include whole class and small group discussion, individual and cooperative activities, presentations by instructors and classmates, internet and library searches, and research. As a PhD-level course, students should expect to learn first from their own research, reactions, and reflection; second, from the insights of, and interactions with, their peers; and third, from the instructor. This class will be taught ONLINE SYNCHRONOUSLY (which means we will have online class meetings during our regularly scheduled class time). Zoom or Google for the class can be accessed through the course Canvas page. Students will need a camera and microphone to participate in the synchronous.

This course is framed within a constructivist perspective which embraces the belief that knowledge is socially constructed. Learning is viewed as a developmental process that is enhanced when students learn to view problems and issues from multiple perspectives and constructing their knowledge from their own interpretations of numerous diverse pieces of evidence. Teaching approaches are directed toward open ended inquiry, critical thinking, reflection, and social interactions