Strategic Management and the Future of Leadership (5 ECTS)

Learning outcomes

The student is able to develop skills of self-management and learn how to manage organizations strategically. Create and manage a psychologically safe and sustainable working culture.

Content

• Reflective mindset and self-management
• The principles of strategically leading and managing organizations
• Equity, Diversity and Inclusion (EDI) leadership practices
• Change management
• Collaboration, networking and teamwork, conflict resolution

Teaching methods

Learning outcomes

The student is able to develop skills of self-management and learn how to manage organizations strategically. Create and manage a psychologically safe and sustainable working culture.

Content

Reflective mindset and self-management

The principles of strategically leading and managing organizations

Equity, Diversity and Inclusion (EDI) leadership practices

Change management

Collaboration, networking and teamwork, conflict resolution

Location and time

Webinars on Zoom:

23.10.2025 13-16
16.11.2025 9-12
25.11.2025 13-16

Learning materials and recommended literature

Cleland Silva, T., & de Tarso Fonseca Silva, P. (2022). Making Sense of Work Through Collaborative Storytelling: Building Narratives in Organisational Change.

Cleland Silva, T., Sorsa, V., Hyytiäinen, S., & Ylä-Soininmäki-Pyöriä, M. (2023). Co-designing a digital healthcare platform with metaphor: the case of the Brain House for the Health Village. puntOorg International Journal, 8(2).

Drucker, P. (2005) Managing oneself. Harvard Business Review.

Ferlie, E., Montgomery, K., & Pedersen, A. R. (Eds.). (2016). The Oxford Handbook of health care management. Oxford University Press.

Khilji, S. E., & List, C. E. (2021). Humanizing to address the grand challenge of rising inequalities: Leadership in a post-COVID world. Academia Letters, 2.

Mintzberg, H. (2013). Simply managing: What managers do—and can do better. Berrett-Koehler Publishers.

Mintzberg, H. (2018). Managing the myths of health care. Berrett-Koehler Publishers.

Raelin, J. A. (2020). In leadership, look to the practices not to the individual. Academia Letters Article, 34.

Student workload

135 hours: 8 hours of live webinars and interactive activities, plus 127 hours of dedicated reading, independent study and online weekly quizzes.

Independent study and weekly online quizzes based on learning materials (60%)
Active participation in the webinars (minimum 3 of 4 webinars) (40%)

Further information for students

Misconduct:
By returning an online exam or online assignment, students certify that their knowledge is based on independent work and ethical behaviour. All misconduct (including cheating) can lead to suspension from the UAS for up to a year. Act on Universities of Applied Sciences 932/2014, Section 38. To ensure the demonstration of independent competence in online course, the teacher may, at his/her discretion, require the demonstration of competence under supervised conditions or by means of an oral examination. The teacher will announce the method of demonstration at the beginning of the course.

AI:
Artificial intelligence (AI) can be used to create ideas and sketches, but it cannot replace the student's own thinking and writing answers.

Teacher’s materials:
Tasks and Materials drawn up by the teacher are works under the Copyright Act (404/61) on which the teacher has copyright. Tasks and Materials may not be used other than in their own studies. Their public dissemination is only allowed with the teacher's permission.

Course feedback:
Course feedback is collected on the implementation of the course, which is an important part of the development of teaching and activities. By providing feedback, you have the opportunity to influence the content of the courses and the development of teaching. Feedback enables the teacher to improve his/her own implementation and teaching methods for other courses. Giving constructive feedback will also develop your own work life skills. Course feedback is given anonymously and the person giving the feedback cannot be identified.

RPL:
Recognition of Prior Learning (RPL): The course cannot be fully credited on the basis of previously acquired knowledge. The AHOT decision is submitted to the responsible teacher before the start of the course. Please see the Metropolia AHOT guidelines in OMA.

Assessment methods and criteria

Assessment criteria: pass/fail
• The assessment criteria for a ‘pass’ grade are the same as the assessment criteria for a ‘satisfactory’ (1) grade, which is that the student has achieved the core competence.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, satisfactory (1)

The student demonstrates competence in the basic content of the course, but there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.

Assessment criteria, good (3)

The student demonstrates good competence in the content of the course. He/she is able to actively search for information and to identify its connection to working life. The student is able to analyse and apply the learned content to the context of working life.

Assessment criteria, excellent (5)

The student demonstrates versatile and extensive competence in the content of the course. He/she has an excellent ability to search for relevant information. The student’s solutions demonstrate independence, responsibility, and skills in guiding others. His/her ability to apply the learned content to the context of working life exhibits creativity and versatility.

Assessment criteria, approved/failed

Fail:
The student does not demonstrate competence in the basic content of the course and there are deficiencies in his/her ability to find and interpret information and to apply the learned content to the context of working life.