Overall objectives:

1 The student should develop a generic perspective on the functioning of organizations - as social spaces with objectives and controlled performances - based on a systemic approach to socio-organizational phenomena.

2 The student should be able to identify, understand and follow the different processes that coexist in organizations, namely, individual processes, group (or social) processes and also processes designated as being organizational and management.

3 The student should be able to contribute - through his / her practical skills - for the greater efficiency of the collaborators of the organization, based on the knowledge and the competences that are acquiring about the diverse processes that coexist in the organizational contexts

Syllabus:

Literature/Sources:

Cameron, K. S., & Quinn, R.E. (2013). Diagnosing and changing organizational culture. San Francisco: John Wiley & Sons.

CLARKE, Thomas, & BRANSON, Douglas. (2012). The sage handbook of corporate governance. London: SAGE.

Huczynski, A. A., & Buchanan, D. A. (2013). Organizational behaviour. Harlow: Pearson Education Limited.

Jackson, N., & Carter, P. (2007). Rethinking organizational behaviour - a poststructuralist framework,. England: Pearson Education Limited.

Knights, D., (editor) & Willmott, H. (editor) (2017). Introducing organizational behaviour and management. United Kingdom: Cengage Learning.

Martin, J., & Fellenz, M. (2017). Organizational behaviour & management. United Kingdom: Cengage Learning.

Schiuma, G. (2011). Managing knowledge assets and business value creation in organizations: measures and dynamics. United States of America: Business Science Reference.

Stout, L., (2012). The shareholder value myth. San Francisco: Berrett-Koehler Publishers, Inc..

Hislop, D., (2005). knowledge management in organizations: a critical introduction. United States of America: Oxford University Press.

Assesssment methods and criteria:

Classification Type: Quantitative (0-20)

Evaluation Methodology: The curricular unit is composed of a set of theoretical classes (AT) and theoretical-practical classes (ATP). In the first (AT), the theoretical platform of the curricular unit is exposed and discussed by the teacher (with the active participation of the students), while in the second (ATP) cases / situations are discussed and exercises related to the behavioural processes are solved (individual, group and management). The theoretical-practical component aims to provide students with an environment of reflection and contact with concrete behavioural processes. At the moment of evaluation students are confronted with questions arising from the contents of the CU, through which they will have to denote their abilities of analysis, synthesis, interpretation, critical thinking, problem solving and decision making. Evaluation: 2 Frequencies (50% each) Evaluation Re-sit Exam: 1 Recoverable exam only 50% of the subject, Except student-workers who can recover 100% of the content taught.