GBUS 875-001 WOMEN IN LEADERSHIP

FALL 2021

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INSTRUCTOR DETAILS:
Name: Pauline Streete Office Location: Education Building, Rm 524.5
Phone: +1-306-596-2350 Office Hours: By Appointment
Email: [email protected]

CLASS DETAILS:
Class Dates: Tuesday
August 31; September 7, 14, 21, 28; October 5, 12, 19, 26; November 2, 9, 16, 23, 30; December 7
Class Times: 7:00 PM – 9:45 PM
Class Location: Remote

COURSE DESCRIPTION
GBUS 875 is an exploration of women in leadership. Women live multiple identities simultaneously, the
intersections of gender, race, sexual identity, ability and class are interwoven in organizations and shape
dynamics. The manner in which women lead organizations will be examined through an intersectional
lens and in conjunction with theories of leadership.

LEARNING OBJECTIVES / OUTCOMES

Upon completion of this course students will:
1. Understand leadership theories
2. Recognize how women lead in relation/contrast to the leadership theories
3. Comprehend the importance of the intersectionalities that influence how women lead
4. Relate theory to lived experiences of women in leadership roles
5. Acquire knowledge and skills of an effective leader
6. Contribute and have fun learning.

COURSE EXPECTATIONS
This course is a combination of lectures, class discussions, readings, videos and guest speakers. The class
will be delivered remotely during the scheduled times. The course will be offered through Zoom
technology. Regular attendance in class and active participation in classroom activities are required.
Every Student is expected to prepare in advance for class and participate in class discussions on
assigned readings, etc. It is also expected that students will read and prepare appropriately for every
class. Please be familiar with the course outline and its requirements.

COURSE MATERIALS
1. Excerpts from articles posted on UR Courses
2. Yukl, Gary. (2020). Leadership in Organizations. Pearson - Prentice Hall.
Student may use the 8th edition or an online version.
3. Ely, Foldy, Scully. (2003). Reader in Gender, Work, and Organization. Blackwell
Publishing

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COURSE ASSESSMENT SUMMARY

A+ 95 – 100% Exceptional performance

A+ 90 – 94% Outstanding performance
A 85 – 89% Excellent performance
A- 80 – 84% Very good performance
B+ 75 – 79% Good or satisfactory performance
B 70 – 74% Minimally accepted performance
F 0-69% Unacceptable or failing performance

For a description of the grading system, consult the Faculty of Graduate Studies and Research link here:
https://www.uregina.ca/gradstudies/current-students/grad-calendar/grading-system.html#gradingsystem

DESCRIPTION OF ASSESSMENT
Component Due Date Percentage of final grade
Assignment 1 – Article Review I September 14, 2021 10%
Assignment 2 – Article Review II October 19, 2021 10%
Individual Research Paper November 16, 2021 20%
Group Project November 23, 2021 30%
November 30, 2021
Class Participation Evaluated all term 10%
Final Exam December 14, 2021 20%

Assignment 1 –Article Review I

Review a journal article about women in leadership. Identify the key theme of the article. Explain the
challenges, the opportunities and the recommended solutions identified by the author(s). The article
reviewed is to be a minimum of ten (10) pages long. The written review of the article is to be a maximum
of 5 pages long. All written submissions are to be double-spaced, 12 point font. Seventy percent of the
grad will be related to the quality of the review and 30% to referencing and the quality of writing
including structure, grammar, and logical flow.

Assignment 2 –Article Review II

Review an article on women and leadership traits and skills. The article can be from a journal or from a
reputable business magazine. Explain the challenges, the opportunities and the recommended solutions
identified by the author(s). Supplement the recommended solutions by drawing on course material or
other sources. The article reviewed is to be a minimum of five (5) pages long. The review of the article
is to be a maximum of 5 pages long. All written submissions are to be double-spaced, 12 point font.
Seventy percent of the grad will be related to the quality of the review and 30% to referencing and the
quality of writing including structure, grammar, and logical flow.

Individual Research Paper

Interview a woman who occupies a leadership position. The woman can be a leader in a corporate setting
or not for profit or community based organization. Assess the commonly used leadership style and
behaviours of the leaders. Identify what makes the leader effective and areas where alternate approaches
may better influence outcomes. Please substantiate the recommended approaches by drawing on course
material, scholarly articles and other sources such as books, journal articles, etc. The research paper is to

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be a maximum of 12 pages long. All written submissions are to be double-spaced, 12 point font. Seventy
percent of the grad will be related to the quality of the review and 30% to referencing and the quality of
writing including structure, grammar, and logical flow.

Group Project
Student will be assigned to groups and tasked with selecting an opportunity or challenge experienced by
women in leadership roles. The group will explore the opportunity/challenge and create a guide/model to
enhance the manner in which women lead. The project will be presented in class. The group will submit
a 5 page summary of the findings and the presentation. The summary is to identify the opportunity/
challenge in the form of a statement, a concise review of leadership literature and insights on how the
guide/model will enhance leader effectiveness.

Class Participation will be evaluated based on the student:

 Engaging in class discussions

 Making observations that integrate concepts and discussions.
 Citing relevant personal examples.
 Working with others to come to a common understanding of the topics – in and out of the
classroom.
 Participating enthusiastically in classroom group activities and group discussions.
 Listening open-mindedly and responding to what others say.

ACADEMIC REGULATIONS e.g. student support resources, student accessibility services, exam
rescheduling policy, unclaimed assignment policy, copyright regulations, etc.

Late Assignments
All late in-semester assignments will be deducted 10% per day after the submission date. For the final essay,
all extensions will be considered a request for a deferred exam and will have to be signed by the instructor
and receive final approval from the Faculty of Graduate Studies and Research.

Request for Deferred Submission of Work.

Extensions or requests for changes by students to final exams and assignments due dates require the student
to complete a formal request for deferral. The student completes the formal request then consults the
instructor to ask the instructor sign the form then submit it and any supporting documentation provided by
the student to Faculty of Graduate Studies and Research (FGSR). The decision (approve or deny deferral)
is made by FGSR and is usually only approved if there are extenuating circumstances (e.g., illness, death,
etc). The student will receive the decision by mail. It is the student’s responsibility to ensure the deferred
requirements are met within the outlined time frame. It is also the student’s responsibility to follow-up with
FGSR if they do not receive a response from FGSR on their submitted request. Requests for deferral
received more than three days after the final day of the examination period will be denied. The deferral
form can be found on the FGSR website at: https://www.uregina.ca/gradstudies/forms.html

Academic Integrity:
Assignments, tests, and examinations are designed for students to demonstrate how well they comprehend
the course material. When the instructor evaluates the student's work, it must therefore be clear which

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ideas and words are the student's own and what ideas are from other sources such as journals, books, and
the spoken word. The general principles of academic integrity for students doing course work are that
they are to do their own original, individual work, and are to give credit for other people's ideas or words.
Students should be aware that while collaborative or group work on assignments may be encouraged in
some disciplines, it is not acceptable in others. Discussion of ideas with faculty and other students (that is,
intellectual debate) is both allowable and important, provided that credit is given in written work for ideas
that are not one's own. Group study (as distinct from group work on an assignment that is to be graded) is
likewise permissible unless explicitly forbidden by the instructor.”

STUDENT RESOURCES

Accessibility Services
If you are a student who, because of a disability or other consideration, may require an
accommodation(s), please contact the Centre for Student Accessibility before or at the start of the course
https://www.uregina.ca/student/accessibility/ . The Centre will advise how you proceed and the required
communication with your instructor.

Counseling Services
If you are experiencing personal problems which may be affecting their studies, please consider
consulting UofR Consulting Services. For more information check here
https://www.uregina.ca/student/counselling/services/index.html

Writing Assistance
The Student Success Centre (www.uregina.ca/ssc) offers both on-line resources and in- person tutoring on
writing skills.

CLASS SCHEDULE (e.g., date, topics, reading required, etc.)

Please Note: the schedule is subject to change and additional readings may be posted to UR Courses.

Date Assigned Reading

August 30, 2021 Yukl, Chapter 1 The Nature of Leadership
Ely, Chapter 13, Leadership Overview
Ely, Chapter 13, The Difference Difference Makers
September 7, 2021 Yukl, Chapter 2, Leadership Behavior
Ely, Chapter 4, Men and Women of the Corporation
September 14, 2021 Yukl, Chapter 3, The Leadership Situation and Adaptive
Ely, Chapter 5, Hierarchies, Jobs, Bodies: A Theory of Gendered Organizations
September 21, 2021 Yukl, Chapter 4, Decision Making and Empowerment by Leaders
Ely, Chapter 7, Breaking the Silence On Men, Masculinities, and Management
Ely, Chapter 22, Meritocracy
September 28, 2021 Yukl, Chapter 5, Leading Change and Innovation
Ely, Chapter 20, Tempered Radicalism: Changing the Workplace From Within
Ely, Chapter 21, Transformation of Silence into Language and Action
October 5, 2021 Yukl, Chapter 6, Power and Influence

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 Ely, Chapters 9 – 12, pp 108 - 149
October 12, 2021 Yukl, Chapter 7, Leaders Traits and Skills
Ely, Chapter 2 The Managerial Woman
Ely, Chapter 3, The Female Advantage
October 19, 2021 Yukl, Chapter 8, Charismatic and Transformational Leadership
Ely, Chapter 15, The Greatly Exaggerated Demise of Heroic Leadership
Ely, Chapter 16, When Women Lead: The Visibility-Vulnerability Spiral
October 26, 2021 Yukl, Chapter 9, Values Based and Ethical Leadership
Ely, Chapter 8, Complicating Gender: The Simultaneity of Race, Gender and Class
Ely, Chapter 14, Gender, Culture and Leadership: A Culturally Distinct Model
Ely, Chapter 15, Greatly Exaggerated Demise of Heroic Leadership
November 2, 2021 Yukl, Chapter 10, Dyadic Relations and Followers
Yukl, Chapter 11, Leadership in Teams and Decision Groups
November 9, 2021 READING WEEK
November 16, 2021 Yukl, Chapter 13, Cross Cultural Leadership and Diversity
Ely, Chapter 23, Mentoring Relationships through the Lens of Race and Gender
Ely, Chapter 27, Our Separate Ways: Barriers to Advancement
November 23, 2021 Group Presentations
November 30, 2021 Group Presentations
December 7, 2021 Last class – review
December 14, 2021 Final Exam