Бакалавриат
2025/2026
Лидерство и управление командой
Статус:
Курс обязательный (Управление цифровым продуктом)
Где читается:
Высшая школа бизнеса
Когда читается:
4-й курс, 3 модуль
Охват аудитории:
для своего кампуса
Язык:
английский
Кредиты:
4
Контактные часы:
40
Course Syllabus
Abstract
The course acknowledges the presence of artificial intelligence as a competitor of a modern leader and therefore is aimed at creating a competitive advantage for students in the form of crucial knowledge necessary for the independent development of emotional intelligence and influence skills. The course has outcome-based student-oriented design and educational technology with criterion-referenced assessment. The course design aims at dealing with extensive students’ diversity in terms of both their initial backgrounds and future career tracks. In particular, highly interactive teaching methods and constructively aligned assessment criteria enable students to choose individual educational trajectories and guarantee accommodative jump to a certain established level of competencies
Learning Objectives
- To create competitive advantage for students in the form of crucial knowledge necessary for the independent development of emotional intelligence and influence skills
Expected Learning Outcomes
- Demonstrate oral communication skills, i.e. present ideas in an organized way / use effective presentation delivery techniques/effective use of media in presentations/clear, confident responses to questions during presentations.
- Distinguish between different biases in judgement and decision-making
- Analyze theories pertinent to the scope of the discipline "Social Influence"
- Evaluate information from international journals
- Distinguish between different "Weapons of Influence"
- Distinguish between different leadership behaviours
- Define main concepts pertinent to trait theory
- Analyze theories pertinent to the scope of the discipline
- Analyze leadership theories
- Formulate research tasks for AI
- Define the boundaries and conditions for the use of AI in academic work
- Use AI tools to systematize scholarly sources and prepare analytical materials
- Identify errors and distortions (“hallucinations”) in AI-generated responses and correct them in the final materials
- Verify the accuracy and reliability of information obtained through AI by cross-checking with original publications
Course Contents
- Mechanisms and Methods of Social Influence and Persuasion
- Enhancing Change Readiness
- Leadership theory
- Dispositional theory
Assessment Elements
- Research PaperResearch paper is prepared Individually. The topic of the research paper is chosen by the student (should be approved by the tutor) or offered by the tutor. times new roman 12, single (usual) interval, not less than 5 pages (but 5 pages is fine). The format should be DOC or DOCx (text, not screenshots). Criteria # The material is specific (a narrow scientific problem is analyzed) and relevant. It should contain introduction part with 1 specific research question, literature review part, discussion part and conclusion part. The paper maintains academic balance: the problem is situated within existing scholarship, key theoretical perspectives are discussed, and the content aligns with the discipline. 1 Citing is justified. All references are in place. No blind referencing. AI references are checked manually. AI and Ethics declarations are in place. “Gray literature” (blogs, Wikipedia, consultancy reports) is strictly prohibited. 2 Students are required to use at least two AI tools for literature review part (e.g., Consensus/Elicit for idea generation, ResearchRabbit for citation tracking, Perplexity for summarization). A separate Methodological Appendix (not part of main word count) must describe: (1) which AI tools were used. (2) for which specific tasks. (3) how outputs were verified, corrected, and integrated. (4) where AI “failed” or introduced errors. Students must provide at least one before/after example of editing AI-generated content. Using AI for “language enhancement” is prohibited. 3 The analysis in literature review part goes beyond description; the student demonstrates critical comparison, synthesis of ideas, and integration of theory and evidence. Sources must reflect theoretical pluralism: multiple perspectives. The paper contains at least: (1) 1 meta-analysis (recent, post-2015). (2) 1 systematic review. (3) 1 classical/highly cited work (≥1000 citations in Google Scholar) that reflects the fundamental theory for the proposed research question. Sources must reflect theoretical pluralism: multiple perspectives, not one-sided. 4 Discussion part contains contemporary debates. The argument must be balanced: competing perspectives are acknowledged and critically compared. The discussion must be situated within the discipline’s academic discourse (not generic). Conclusion part is well-grounded, analytical, and span at least one full page. 5 High quality of material. The paper contains no stylistic, spelling, or formatting errors. All references are given in accordance with APA guideline. Tables and figures are properly captioned. 6 The paper is delivered not later than deadline. 7 Criteria Grade All criteria are met + student is citing not less than 15 sources of SJR Q2-Q1 or Russian VAK K1-K2. 10 All criteria are met + student is citing not less than 15 sources of SJR Q2-Q1 or Russian VAK K1-K2. 9 All criteria are met + student is citing not less than 15 sources of SJR Q2-Q1 or Russian VAK K1-K2. 8 All criteria are met 7 6/7 criteria are met 6 5/7 criteria are met 5 4/7 criteria are met 4 3/7 criteria are met 3 2/7 criteria are met 2 1/7 criteria are met 1 Originality less than 80% / Generated text / Material not submitted for evaluation / 0/7 criteria met / Incorrect format (not in DOC or DOCx OR submitted as screenshots instead of text) 0 The use of generative AI is permitted exclusively for analyzing academic sources The list below provides examples of indicators of improper or unethical use of AI; each instance will incur a one-point deduction from the research paper grade: (1) Using AI for literature review part, discussion part and conclusion part. (2) Using non-existent (“hallucinated”) sources. (3) Including false or distorted information from AI without verifying it against original publications. (4) Failing to disclose AI usage where it has been applied. (5) Improperly formatting citations for sources suggested by AI, in violation of assignment requirements.
- SeminarsActive participation in Discussion. Each seminar equals 2 academic hours. Relevant comments are considered only if they were made during the seminars. Each time a student actively participates in the discussion (either verbally or via the seminar chat), they receive a grade according to the HSE scale (0–10). If a student does not participate actively in the discussion (neither verbally nor via the seminar chat), they receive a grade of “0.” The final grade for Discussion is calculated as the total sum of all grades divided by the number of seminar sessions. Only relevant comments made verbally during seminars are taken into account. Example 1. Commentary 5 points In addition to the leadership styles mentioned in your presentation, there is also a positive example of a destructive style – strategic bullying – highlighted in Ferris, G. R., Zinko, R., Brouer, R. L., Buckley, M. R., & Harvey, M. G. (2007). Strategic bullying as a supplementary, balanced perspective on destructive leadership. The Leadership Quarterly, 18(3), 195-206. Surprisingly, this approach can yield positive results in the short term. Example 2. Commentary 10 point: Although the trait theory and the situational theory have added important variables to the “leadership equation”, they have limitations. For instance, the context of a situation is very difficult to measure, and personality traits are closely tied to the development of psychological science. Perhaps this is why Hersey and Blanchard Hersey, P., & Blanchard, K. H. (1997). Situational leadership. In Dean’s Forum (Vol. 12, No. 2, p. 5) profited from monetizing their theory: leadership style is actually behavior, and leader’s behavior, unlike traits and situations, can be controlled by the leader herself/himself. Nevertheless, taking all three variables into account, as in Derue, D. S., Nahrgang, J. D., Wellman, N. E. D., & Humphrey, S. E. (2011). Trait and behavioral theories of leadership: An integration and meta‐analytic test of their relative validity. Personnel Psychology, 64(1), 7-52, seems the most promising approach. comprehensive presentation of the study material in assignments, along with original thoughts supported by references to academic sources. The expressed ideas are creative, and their scientific novelty is substantiated by the student.
- ExamThe exam is taken written. The exam is conducted on the StartExam platform. The Exam consists of 2 Tests (0,4 and 0,6 of the Grade for the Exam). The Questions of the first Test are formed on the basis of lecture material, the questions for the second test and are formed on the basis of articles, assigned for the reading and analysis to the students during the Course. Answers to test questions of both Test 1 and Test 2 are counted as correct only in case of full compliance (all correct answers are marked as correct, none of the wrong answers are marked as correct) Initially, a student must surpass the respective minimum threshold. The minimum threshold for obtaining “4” or higher (a satisfactory grade) is 40%, “6” or higher - 60%, “8” or higher grade - 80% etc. Once the respective threshold is surpassed, grades are distributed according to the following scale: 10 - 10%, 9-10%, 8-10%, 7-17.5%, 6-17.5%, 5-17.5%, 4-17.5%. The first and second (commission) resit procedures are similar to the exam procedure: the Cumulative Grade is taken into account (i.e. the formula remains the same). If something goes wrong, it is important to document the issue by taking a screenshot of the screen. Please report the problem to IT support at sd.gsb@hse.ru (attach the screenshot to your email). The exam is conducted in an "open-book" format: you are allowed to use your notes and scholarly articles. After the exam: Reviewing of exam works is not provided. Appeals are only possible regarding the exam procedure. Proctoring (as mandated by the letter from the Deputy Director of the HSE A.O. Gabrielov dated August 16, 2024): Automated proctoring (the system monitors student actions) will be conducted to identify the examinee and prevent dishonest behavior (such as speaking the questions aloud, using mobile phones and other gadgets, interference by outsiders, etc.). If the system flags comments for decision-making (such as speaking aloud, using a mobile phone, interference by outsiders etc), professor responsible for lectures / professor responsible for seminars have the right to assign a grade of “0”. Brief notes on proctoring: (1) Please check your camera, microphone, and internet connection in advance. (2) Please follow the software’s instructions (show the room, passport, etc.) (3) Please work alone, remain in the camera's view, and focus on the screen and keyboard (do not look at the floor, away from the computer, etc.) (4) Please do not use phones or other gadgets (you can open your notes and academic articles directly on the computer) (5) Please maintain silence, and do not speak the questions aloud. (6) Do not wear hats, dark glasses, or other head coverings. Do not share the exam link with anyone outside the course. During the exam it is prohibited to: (1) Use any social networks. (2) Use any messaging applications. (3) Use any collaborative tools (including Miro, Figma, or Google Workspace). (4) Talk to one another. (5) Read the exam questions aloud. Students who violate these rules will receive unsatisfactory grade (0).
Bibliography
Recommended Core Bibliography
- Cialdini, R. B. (2009). Influence : The Psychology of Persuasion. New York: HarperCollins. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=279852
- Hogan, R., & Hogan, J. (2001). Assessing Leadership: A View from the Dark Side. International Journal of Selection & Assessment, 9(1/2), 40. https://doi.org/10.1111/1468-2389.00162
- Influence : the psychology of persuasion, Cialdini, R. B., 2007
- Kahneman, D. (2012). Thinking, Fast and Slow. Contenido, (585), 143. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=73880857
- Stephen J. Zaccaro. (2007). Trait-based perspectives of leadership. Http://Www.Mydarknight.Com/Wp-Content/Uploads/2013/04/Traits-Based-Approach-Zaccaro-Article.Pdf.
- University of Florida, U. S. ( host institution ), Judge, T. A. ( author ), Piccolo, R. F. ( author ), & Kosalka, T. ( author ). (2009). The bright and dark sides of leader traits: A review and theoretical extension of the leader trait paradigm. https://doi.org/10.1016/j.leaqua.2009.09.004
Recommended Additional Bibliography
- Martin Fishbein, & Icek Ajzen. (2010). Predicting and Changing Behavior : The Reasoned Action Approach. Psychology Press.
- Social psychology, Myers, D. G., 2013