24445 - Organizational Psychology

Course Unit Page

Academic Year 2017/2018

Learning outcomes

By the end of the course, students will know: - the main theories in Organizational Psychology; - the main principles of organizational structure and design - the main psychosocial processes related to organizational behavior; - the main goals of psychologists’ professional activity in such domains.

Course contents

Main content areas are as follows:

  1. The role of theory in organizational analysis
  2. Strategy, structure and organizational processes: A glossary
  3. Classical and contemporary theories in Organizational Psychology: A conceptual framework
  4. Organizational climate and culture


The course is designed in a very interactive mode between students and teacher (see "Teaching methods").

Consequently, readings will be suggested together with every activity, mainly as chapters of handbook and papers from scientific or professional journals.

However, the following items may be considered as relevant references:

  1. Hatch, M. J. (1999). Organization Theory: Modern, Symbolic and Postmodern Perspectives, 1997, New York: Oxford University Press.
  2. Schneider, B., Ehrhart, M.G., MacEy, W.H. (2013). Organizational climate and culture. Annual Review of Psychology, 64, 361-388.

Teaching methods

The course has been designed and is based on students’ active participation, so that students are requested to attend systematically all the planned units of the course. Units will be usually formed by a structured input (usually from the teacher), individual and/or work group by students, and presentation plus public discussion.

Exchange students, aiming to choose this course for their learning agreement, should carefully consider – in their own interest – that they are requested to take the full course. Please pay special attention to possible overlapping with other courses you want to follow.

Assessment methods

Since students are actively involved in the course, assessment will be conducted based on the outputs of different activities they will perform. This kind of formative assessment will help the learning process, allowing monitoring and re-adjustment on the way. Summative assessment (useful for grading) will be completed by two structured assignments: a) a reaction paper, about a topic indicated by the teacher, followed by public presentation and discussion; b) a final discussion paper, about a case suggested by the teacher.

Teaching tools

Lectures; Guided discussions; External experts; Movies

Office hours

See the website of Marco Depolo