Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Good health and well-being Decent work and economic growth

Academic Year 2022/2023

Learning outcomes

The aim of the course is to provide students with the theoretical and practical framework related to the function of Leaders (i.e. Leadership) in organizations.  At the end of the course students will be able to recognize ad implement Leadership models.

The theoretical contents of this course are largely overlapped with contents derived from other courses (Organization, Management Skills). However, in this course students will apply that contents in a strong practical-oriented way, testing and discussing real work tools for Leaders. 

Course contents

1. Introduction
2. Trait Approach
3. Skills Approach
4. Behavioral Approach
5. Situational Approach
6. Path–Goal Theory
7. Leader–Member Exchange Theory
8. Transformational Leadership
9. Authentic Leadership
10. Servant Leadership
11. Adaptive Leadership
12. Followership
13. Leadership Ethics
14. Team Leadership
15. Gender and Leadership
16. Culture and Leadership

17. Improving Organizational Justice

18. Leading Positive Change


In order to prepare the exam, students will read the following papers, all available for dowload in .pdf from the virtual space of the course

Main book for the course: ALL CHAPTERS from 1 to 16 of Peter G. Northouse, 'Leadership. Theory and Practice', 8th Edition, Sage;

Other papers and articles to prepare:

Susan Schor, Joseph Selzer, and James Smither , Management Skills Book (6th ed), pp.1-10 (Introduction)

Cropanzano Et Al (2007), The Management of Organizational Justice, Academy of Management Perspectives, November, 34-48.

Colquitt et al. (2013), “Justice at the Millennium, a Decade Later: A Meta-Analytic Test of Social Exchange and Affect-Based Perspectives”, Journal of Applied Psychology Vol. 98, No. 2, 199–236

Thundiyil et al (2015), Cynical about change? The Journal of Applied Behavioral Science , Vol. 51(4) 429– 450

Holt, D. T., Armenakis, A. A., Feild, H. S., & Harris, S. G. 2007. “Readiness for organizational change: The systematic development of a scale”. Journal of Applied Behavioral Science, 43: 232-255.

Rao M.S. , (2014),"Timeless tools to manage your time", Industrial and Commercial Training, Vol. 46 Iss 5 pp. 278 – 282.

Dobbins R., Pettman B.O., (1997),"Manage Your Time Well", Management Research News, Vol. 20 Iss 5 pp. 15-24

All papers and materials are will be available for download from the Virtuale section of this course, including slides

Teaching methods

The approach is strongly interactive.

Teaching methods consist of face-to-face lecturing, role plays, case studies, video analysis and simulations, speech by guest leaders on specific topics.. During the lessons, students choosing the applicative path will also be asked to use the Teams platform: attending students are therefore invited to bring their own notebook, tablet etc. in order to share materials, comments, exercises etc.

Students choosing the applicative path must join the Leadership Team on Teams.

Although not mandatory, attending lessons regularly is strongly recommended.

Assessment methods

Although not mandatory, attending lessons regularly is strongly recommended.

At the beginning of the course, students can choose between two path:

1) an 'applicative' path consisting of doing brief assignments (applications, exercises, case studies etc.) assigned during and at the end of each lesson.These assignments must carried out and uploaded to Teams no later than 48 hours from the end of the lesson. Students choosing the applicative path must join the Leadership Team on Teams

In addition to these assignements, students choosing the applicative path must carry out 15 case studies (see the list). These assignments must be carried out and uploaded to Teams by the student by the end of the course (December 2022).

Successful completion of ALL assignments automatically leads to a 30/30 rating. The teacher can also assign honors by evaluating the overall quality of the assignments. Students who choose this path will not have to take the final exam.

2) a 'cognitive' path: for students who will not choose the applicative path. the final examination is a written exam consisting of 20 brief open questions to complete in 60 minutes. In order to help students in preparing the exam, a list of (possible) questions will be available for download from the On-Line section of this course in due time.

Final grading table:

•<18 insufficient
• 18-23 sufficient
• 24-27 good
• 28-30 excellent
• 30 cum laude honors

Office hours

See the website of Filippo Ferrari