Extent: 5 ECTS (135 h)
Timing: semester 2-5
Level: Advanced Professional Studies
This course is a part of the new IBMA curriculum starting in August 2012.
Starting level and linkage with other courses
Students have completed the compulsory studies of their master’s degree programme. The course is strongly linked to Master’s Thesis as work development project.
Upon successful completion of the course, the students will
- understand the many challenges and complexities of change,
- know different ways how change can be approached and managed,
- be prepared to manage change more successfully
The goal of the course is to provide participants with a variety of approaches to change that will be helpful in making sense of change management and to manage change better in the future. It will help to improve participants own performance and that of their own organization.
The course covers the following topics:
- Types of change
- Setting a formula for change
- Mobilizing and motivating for change
- Organization and implementation of change
- Managing people through transition
- Leadership tasks, roles and styles
- Embedding change
Cooperation with the business community
Students will apply the learning to their employers as business contexts. Possible guest lecturers from businesses will be invited.
Cases and readings are from international business contexts.
Teaching and Learning Methods
In addition to lectures students will work both in teams and individually on assignments. The course will be highly interactive and it will rely on each and every participant’s input and contribution. We will together make this one a lively, insightful and rewarding collective learning experience, during which we will share practical experience and knowledge, lead a challenging and constructive dialogue as well as draw upon the variety of suggested readings by the instructor and/or course participants.
The first session will be devoted to planning and organizing the course together with the participants. We will start by mapping the needs of understanding change and the learning expectations by the participants. During this session contents and topics for the course will be finalized, individual and group work will be assigned and the procedures for working methodology during the sessions will be agreed upon. Each session will end by jointly summarizing lessons learned and insights gained.
Contact sessions 32 h
Working on group assignments 50 h
Independent studies and working on individual assignments 49 h
Exam 3 h
The assessment of one’s own learning 1 h
Accreditation of prior learning (APL)
Leena Masalin, MSc, MBA, Facilitator of change and leadership
Cameron, E. & Green, M. 2012. Making Sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organizational Change
McKeown, M. 2012. Adaptability: The Art of Winning In An Age of Uncertainty
Amabile, T. & Kramer, S. 2011. The Progress Principle. Boston. Harvard Business School Press
Dawson, P. 2003. Reshaping Change. Routledge. HBR's 10 Must Reads on Change. Harvard University Press.
Huff, A. & Huff, J. & Barr, P. 2000. When Firms Change Direction. Oxford University Press.
Juuti, P. & Virtanen, P. 2009. Organisaatiomuutos. Otava.
Kotter, J. 1996. Leading change. Harvard Business School Press.
Mattila, P. 2007. Johdettu muutos: avaimet organisaation hallittuun uudistumiseen. Talentum.
Mills, J. H. 2003. Making sense of organizational change. Routledge.
Nadler, D. & Nadler, M. & Tushman, M. 1997. Competing by Desing: The power of Organizational change. Oxford University Press
Passmore, L. & Cantore. 2008. Appreciative inquiry for change management. Kogan Page.
Shaw, P. 2002. Changing conversations in organizations. Routledge.
Valpola, A. 2004. Organisaatiot yhteen – muutosjohtamisen käytännön keinot. WSOY.
Valpola, Kvist, Heimonen, Niutanen, Lillkåll, Masalin & Kalin. 2010. Strategia toimeksi – muutosvoimana ihmiset. Omakustanne.
Välikangas, L. 2010. The Resilient Organization. McGraw-Hill
Ulrich, D. & Ulrich, W. 2010. How Great Leaders Build Abudant Organizations that Win the Why of Work. McGraw-Hill
Additional selected articles as handouts by the tutor
The course is evaluated on scale 1 to 5 (where 5 is the best). The assessment criteria are presented below regarding three areas: knowledge, skills, and competencies.
Grade/ Learning outcomes
1 (minimum 40% competence level)
3 (minimum 70% competence level)
5 (minumim 90% competence level)
The student can identify, list, and combine the main theoretical change management concepts.
The student can describe the relevant change management concepts and apply them to new contexts. The student can link the key theoretical concepts to the practical task to present the big picture.
The student uses and combines different change management concept and theories, develops own models. His/her use of theory and specific terminology is very accurate. Student is aware of different views of change, and compares different models, theories and viewpoints.
With great difficulty and under strict supervision, the student partly collects, poorly analyzes, and partly uses relevant research findings to conduct the course project for a client company at a beginner’s level.
Student knows how to use certain change management tools.
The student can collect, partly analyze and partly use relevant research findings to accomplish the course project for a client company at a beginner’s level.
Student is able to choose the relevant tools, methods, and frameworks to the specific situation and context.
The student is able to collect, analyze and use relevant research findings to accomplish the course project for a client company at a high professional level. Student demonstrates excellent skills to choose the appropriate tools, methods, and frameworks that are relevant to the course project.
With great difficulty and under strict supervision, the student is able to complete tasks. S/he poorly applies the concepts, tools, and theories to change management projects. S/he can conduct qualitative research with the help of the supervisor.
The student is able to work relatively independently with a client company in a team. S/he is able to apply concepts, tools, and theories to change management projects. S/he can conduct qualitative research relatively independently from the supervisor.
The student is able work very professionally and independently with a client company in a team. S/he can fully apply the learned concepts, tools, and theories to change management projects. S/he can conduct qualitative research in change management at a highly professional level and in an innovative way.
Assessment components and their respective weights
Individual assignments 40%
Group work assignment 40%
Exam or Final paper 20%
All parts need to be passed.
The assessment of one's own learning does not influence the course grade. The assignment is the same for all courses/modules and the answers will also be used for course/module development. The assignment is completed on an E-form.