ORGANISATIONAL BEHAVIOUR
Syllabus
EN
IT
Learning Objectives
LEARNING OUTCOMES: The course aims to explore in a highly interactive managerial perspective the scientific/theoretical research on organizational behavior and its applications within the business practice.
KNOWLEDGE AND UNDERSTANDING: The goal of the course is to provide theories and tools and develop skills for the analysis of individual, group and organizational behaviors in complex environments, in order to:
- Understand and concretely use the theories and basic models of Organisational Behavior;
- Developing the ability to apply theory to practice
APPLYING KNOWLEDGE AND UNDERSTANDING: The goal of the course is to provide theories and tools and develop skills for the analysis of individual, group and organizational behaviors in complex environments, in order to:
- To develop the ability to analyse, elaborate and solve complex organizational problems, both through the discussion of best practices and through the discussion of case studies.
MAKING JUDGEMENTS: By the end of the course students will have understood how:
- The study of organisational behaviour can help to improve the performance and well-being of people in the workplace;
- Models, theories and concepts concerning organisational behaviour can be used to promote the effectiveness of individuals, groups and organisations,
and will have developed:
- Skills, for the analysis of both the behavior of individuals (considered as individuals and/or groups), and the organizational functioning as a whole, useful to play more effectively the role of manager;
- A richer and more complex "representation" of organizational behavior in all its meanings that allows them to contribute more effectively to the development of the organization in which they will be placed.
COMMUNICATION SKILLS: Students will be asked to briefly illustrate their group presentation in Powerpoint. For this purpose, each case discussion requires a group of students to present their work.
LEARNING SKILLS: Students will be called to:
1. Take a specific position on certain issues and/or points.
2. Ask clarification questions.
3. Collaborate in order to keep the discussion alive.
4. Help guide and involve other students in the discussion.
5. Integrate the discussion with theories, contents and concepts already seen in other cases.
KNOWLEDGE AND UNDERSTANDING: The goal of the course is to provide theories and tools and develop skills for the analysis of individual, group and organizational behaviors in complex environments, in order to:
- Understand and concretely use the theories and basic models of Organisational Behavior;
- Developing the ability to apply theory to practice
APPLYING KNOWLEDGE AND UNDERSTANDING: The goal of the course is to provide theories and tools and develop skills for the analysis of individual, group and organizational behaviors in complex environments, in order to:
- To develop the ability to analyse, elaborate and solve complex organizational problems, both through the discussion of best practices and through the discussion of case studies.
MAKING JUDGEMENTS: By the end of the course students will have understood how:
- The study of organisational behaviour can help to improve the performance and well-being of people in the workplace;
- Models, theories and concepts concerning organisational behaviour can be used to promote the effectiveness of individuals, groups and organisations,
and will have developed:
- Skills, for the analysis of both the behavior of individuals (considered as individuals and/or groups), and the organizational functioning as a whole, useful to play more effectively the role of manager;
- A richer and more complex "representation" of organizational behavior in all its meanings that allows them to contribute more effectively to the development of the organization in which they will be placed.
COMMUNICATION SKILLS: Students will be asked to briefly illustrate their group presentation in Powerpoint. For this purpose, each case discussion requires a group of students to present their work.
LEARNING SKILLS: Students will be called to:
1. Take a specific position on certain issues and/or points.
2. Ask clarification questions.
3. Collaborate in order to keep the discussion alive.
4. Help guide and involve other students in the discussion.
5. Integrate the discussion with theories, contents and concepts already seen in other cases.
Prerequisites
None
Program
The course is articulated into two interconnected and complementary teaching modules:
Module 1, "Understanding Yourself at Work: From Personality to Team Dynamics" (Lectures 1–18, delivered in person), focuses on the micro-foundations of organizational behavior, emphasizing self-awareness, individual attributes, interpersonal dynamics, and early-stage group functioning.
Module 2, "Shaping Organizations: Leading People, Designing Systems, Driving Change" (Lectures 19–36, delivered in distance learning), expands the scope of analysis to include leadership practices, organizational systems, structural configurations, and change management processes.
Each module is designed to traverse four thematic sections of the course — The Individual and Work, Group/Team and Work, Organizational Structures and Systems, and Organizational Processes — thus ensuring conceptual continuity and a progressive, multi-layered learning experience that evolves from individual behavior to collective systems, for a total of 36 sessions of two hours each:
Module 1, "Understanding Yourself at Work: From Personality to Team Dynamics"
Section I: The Individual and Work (14 lectures).
#1 Introduction to the Course: The Rules of the Game
#2 Organizational Behavior: History and Paths to the Future
#3 Personality, Perception, and Employee Attitudes (1/4)
#4 Personality, Perception, and Employee Attitudes (2/4)
#5 Personality, Perception, and Employee Attitudes (3/4)
#6 Personality, Perception, and Employee Attitudes (4/4)
#7 Values, Emotions, and Moods
#8 Motivational Theories (1/2)
#9 Motivational Theories (2/2)
#10 Motivation at Practice (1/2)
#11 Motivation at Practice (2/2)
#12 Learning
#13 Stress (1/2)
#14 Stress (2/2)
Section II: Group/Team and Work (12 lectures).
#15 Foundations of Group Behavior (1/2)
#16 Foundations of Group Behavior (2/2)
#17 Understanding Work Teams (1/2)
#18 Understanding Work Teams (2/2)
Module 2, "Shaping Organizations: Leading People, Designing Systems, Driving Change"
#19 Leadership (1/2)
#20 Leadership (2/2)
#21 Power, Politics, and Social Interactions (1/2)
#22 Power, Politics, and Social Interactions (2/2)
#23 Conflicts at Work (1/2)
#24 Conflicts at Work (2/2)
#25 Negotiations at Work (1/2)
#26 Negotiations at Work (2/2)
Section III: Organizational Structures and Systems (5 lectures).
#27 Structure, Control, and Performance in Organizations (1/3)
#28 Structure, Control, and Performance in Organizations (2/3)
#29 Structure, Control, and Performance in Organizations (3/3)
#30 Decision-Making, Problem-Solving, Creativity, and Innovation (1/2)
#31 Decision-Making, Problem-Solving, Creativity, and Innovation (2/2)
Section IV: Organizational Processes (5 lectures).
#32 Communication
#33 Organizational Culture (1/2)
#34 Organizational Culture (2/2)
#35 Organizational Change (1/2)
#36 Organizational Change (2/2
Module 1, "Understanding Yourself at Work: From Personality to Team Dynamics" (Lectures 1–18, delivered in person), focuses on the micro-foundations of organizational behavior, emphasizing self-awareness, individual attributes, interpersonal dynamics, and early-stage group functioning.
Module 2, "Shaping Organizations: Leading People, Designing Systems, Driving Change" (Lectures 19–36, delivered in distance learning), expands the scope of analysis to include leadership practices, organizational systems, structural configurations, and change management processes.
Each module is designed to traverse four thematic sections of the course — The Individual and Work, Group/Team and Work, Organizational Structures and Systems, and Organizational Processes — thus ensuring conceptual continuity and a progressive, multi-layered learning experience that evolves from individual behavior to collective systems, for a total of 36 sessions of two hours each:
Module 1, "Understanding Yourself at Work: From Personality to Team Dynamics"
Section I: The Individual and Work (14 lectures).
#1 Introduction to the Course: The Rules of the Game
#2 Organizational Behavior: History and Paths to the Future
#3 Personality, Perception, and Employee Attitudes (1/4)
#4 Personality, Perception, and Employee Attitudes (2/4)
#5 Personality, Perception, and Employee Attitudes (3/4)
#6 Personality, Perception, and Employee Attitudes (4/4)
#7 Values, Emotions, and Moods
#8 Motivational Theories (1/2)
#9 Motivational Theories (2/2)
#10 Motivation at Practice (1/2)
#11 Motivation at Practice (2/2)
#12 Learning
#13 Stress (1/2)
#14 Stress (2/2)
Section II: Group/Team and Work (12 lectures).
#15 Foundations of Group Behavior (1/2)
#16 Foundations of Group Behavior (2/2)
#17 Understanding Work Teams (1/2)
#18 Understanding Work Teams (2/2)
Module 2, "Shaping Organizations: Leading People, Designing Systems, Driving Change"
#19 Leadership (1/2)
#20 Leadership (2/2)
#21 Power, Politics, and Social Interactions (1/2)
#22 Power, Politics, and Social Interactions (2/2)
#23 Conflicts at Work (1/2)
#24 Conflicts at Work (2/2)
#25 Negotiations at Work (1/2)
#26 Negotiations at Work (2/2)
Section III: Organizational Structures and Systems (5 lectures).
#27 Structure, Control, and Performance in Organizations (1/3)
#28 Structure, Control, and Performance in Organizations (2/3)
#29 Structure, Control, and Performance in Organizations (3/3)
#30 Decision-Making, Problem-Solving, Creativity, and Innovation (1/2)
#31 Decision-Making, Problem-Solving, Creativity, and Innovation (2/2)
Section IV: Organizational Processes (5 lectures).
#32 Communication
#33 Organizational Culture (1/2)
#34 Organizational Culture (2/2)
#35 Organizational Change (1/2)
#36 Organizational Change (2/2
Books
1. R. FINCHAM, P. RHODES, PRINCIPLES OF ORGANIZATIONAL BEHAVIOUR, OXFORD UNIVERSITY PRESS, 2005.
2. F. LUTHANS, ORGANIZATIONAL BEHAVIOR: AN EVIDENCE-BASED APPROACH 12TH EDITION, MCGRAW-HILL/IRWIN, 2011.
3. S. P. ROBBINS, T. A. JUDGE, ORGANIZATIONAL BEHAVIOR 16TH EDITION, PEARSON EDUCATION, 2015.
4. D. A. BUCHANAN, A. A. HUCZYNSKI, ORGANIZATIONAL BEHAVIOUR 9TH EDITION, PEARSON, 2017.
5. J. R. SCHERMERHORN, JR., J. G. HUNT, R. N. OSBORN, M. UHL-BIEN, ORGANIZATIONAL BEHAVIOR 11TH EDITION, JOHN WILEY & SONS INC., 2010.
2. F. LUTHANS, ORGANIZATIONAL BEHAVIOR: AN EVIDENCE-BASED APPROACH 12TH EDITION, MCGRAW-HILL/IRWIN, 2011.
3. S. P. ROBBINS, T. A. JUDGE, ORGANIZATIONAL BEHAVIOR 16TH EDITION, PEARSON EDUCATION, 2015.
4. D. A. BUCHANAN, A. A. HUCZYNSKI, ORGANIZATIONAL BEHAVIOUR 9TH EDITION, PEARSON, 2017.
5. J. R. SCHERMERHORN, JR., J. G. HUNT, R. N. OSBORN, M. UHL-BIEN, ORGANIZATIONAL BEHAVIOR 11TH EDITION, JOHN WILEY & SONS INC., 2010.
Bibliography
• Robins S., Judge T." Organizational behavior" 13 edition, Prentice-Hall International, 2005
• Contemporary management" Jones, George, McGraw Hill, 4th edition, 2006
• Managing Organizational Behavior" Jones, George, Prentice-Hall International, 2007
• "Organizational change" B. Senior, J. Fleming, Prentice-Hall International 3 edition, 2006
• "Management" Hitt, Black, Porter Prentice-Hall International, Second Edition, 2008
• Organizational behavior, Debra Nelson, James Campbell Quicl, THOMSON, SOUTHWESTERN, 5th edition
• Managing Behavior in Organizations, Jerald Greenberg, 5th edition Pearson
• Adler, P. S. 1999 International dimensions of organizational behavior London: International Thompson
• Argyris, C. 1960 Understanding Organisational behavior Homewood IL: Dorsey Press (HM300)
• Bandura, A. 1977 Social learning theory New Jersey: Prentice-Hall
• Barnard, C. The functions of the executive Cambridge: Harvard University Press
• Beer, M. et al. 1984 Managing human Assets New York: Free Press
• Braverman, H .1974 Labour and monopoly capital New York: Monthly Review Press (Open shelve)
• Bryman, A. 1986 Leadership and organizations London: Routledge Kegan Paul
• Buchanan, D. A. Organisation in the computer age Aldershot: Gower
• Burns, T & Stalker, G. M. The management of innovation London: Tavistock (Open shelve)
• Child, J. 1972 "Organisational structure, environment, and performance: The role of strategic choice" Sociology vol. 6 # 1 pp 1- 22
• Clegg, S. & Dunkerley, D. 1980 Organisations, class and control London: Routledge & Kegan Paul
• Conti, R. F. & Warner, M. 1993 "Taylorism, new technology and just-in-time systems in Japanese Manufacturing" New Technology, work and employment, vol 8 # 100 31- 42
• Cyert, R. & March, J. G. 1992 A behavioral theory of the firm NJ: Prentice-Hall Englewoods Cliffs
• Dubin, E. (ed) 1976 Handbook of Work, Organisation and Society Chicago Rand McNally
• Drucker, P. F. 1988 Management challenges in the 21st Century London: Heinemann
• Drucker, P. F. 1989 The new realities London: Heinemann
• Duncan, R. B. 1974 "Modifications in decision making structures in adapting to the environment: some Implications for organizational learning" Decision sciences vol, 5 pp 704 –25
• Duncan, w. J. 1981 Organisational Behaviour Houghton: Mifflin
• French, J & Raven. B. 1958 "The bases of social power 'in D. Cartwright Studies in social Power Ann Arbor Institute for Social Research (HM301)
• Gibson, J.L. et al. 1994 Organisations: Behaviour structure and processes (Reserve)
• Gouldner, A. W. 1954 Patterns of industrial Bureaucracy New York: Free Press
• Gruneberg, M. & Wall, T.(eds) Social Psychology and organizational behavior Chichester: John Wiley
• Hall, E. T . Understanding Cultural differences Yarmouth: Intercultural Press
• Handy, C 1999 Understanding Organisations 4th ed London: Penguin (Reserve HD31HAN)
• Hofstede, G. 1991 Cultures and Organisations London: McGraw –Hill
• Hodgetts, R. M. 1991 Organisational behavior: Theory and practice New York: Macmillan company
• Kast, F.E. & Rosenzweig, J.E. Organization &Management11985 4th ed New jersey McGraw-hill (Reserve HD31KAS)
• Kotter, J. P. 1990 "what do leaders really do?" in Harvard Business review 73 pp59-67
• Mintzberg, H. 1983a Power in and around organizations New York: Prentice-Hall
• Mintzberg, H. 1983b Structures in fives: designing effective organizations Englewood Cliffs, New Jersey: Prentice-Hall.
• Moorhead, G. and Griffin, R. w. 1998 Organisational Behaviour 5th edition Houghton: Mifflin Company
• Mullins, L. Management and Organisational behavior London: Pitman, The financial times (Reserve)
• Perrow, C. 1970 Organisational analysis: A sociological review Belmont: Wadsworth
• Robbins, S. P. 1998 Organisational behavior: Concepts, controversies, and applications NJ: Prentice-Hall (Reserve)
• Simon, H 1957 Administrative behavior NY: Macmillan
• Schein, E. H. 1975 Organisational culture and Leadership San Francisco: Jossey-bass
• Vecchio, R. P. 1995 organizational behavior 3rd edition Orland: Dryden Press
• Contemporary management" Jones, George, McGraw Hill, 4th edition, 2006
• Managing Organizational Behavior" Jones, George, Prentice-Hall International, 2007
• "Organizational change" B. Senior, J. Fleming, Prentice-Hall International 3 edition, 2006
• "Management" Hitt, Black, Porter Prentice-Hall International, Second Edition, 2008
• Organizational behavior, Debra Nelson, James Campbell Quicl, THOMSON, SOUTHWESTERN, 5th edition
• Managing Behavior in Organizations, Jerald Greenberg, 5th edition Pearson
• Adler, P. S. 1999 International dimensions of organizational behavior London: International Thompson
• Argyris, C. 1960 Understanding Organisational behavior Homewood IL: Dorsey Press (HM300)
• Bandura, A. 1977 Social learning theory New Jersey: Prentice-Hall
• Barnard, C. The functions of the executive Cambridge: Harvard University Press
• Beer, M. et al. 1984 Managing human Assets New York: Free Press
• Braverman, H .1974 Labour and monopoly capital New York: Monthly Review Press (Open shelve)
• Bryman, A. 1986 Leadership and organizations London: Routledge Kegan Paul
• Buchanan, D. A. Organisation in the computer age Aldershot: Gower
• Burns, T & Stalker, G. M. The management of innovation London: Tavistock (Open shelve)
• Child, J. 1972 "Organisational structure, environment, and performance: The role of strategic choice" Sociology vol. 6 # 1 pp 1- 22
• Clegg, S. & Dunkerley, D. 1980 Organisations, class and control London: Routledge & Kegan Paul
• Conti, R. F. & Warner, M. 1993 "Taylorism, new technology and just-in-time systems in Japanese Manufacturing" New Technology, work and employment, vol 8 # 100 31- 42
• Cyert, R. & March, J. G. 1992 A behavioral theory of the firm NJ: Prentice-Hall Englewoods Cliffs
• Dubin, E. (ed) 1976 Handbook of Work, Organisation and Society Chicago Rand McNally
• Drucker, P. F. 1988 Management challenges in the 21st Century London: Heinemann
• Drucker, P. F. 1989 The new realities London: Heinemann
• Duncan, R. B. 1974 "Modifications in decision making structures in adapting to the environment: some Implications for organizational learning" Decision sciences vol, 5 pp 704 –25
• Duncan, w. J. 1981 Organisational Behaviour Houghton: Mifflin
• French, J & Raven. B. 1958 "The bases of social power 'in D. Cartwright Studies in social Power Ann Arbor Institute for Social Research (HM301)
• Gibson, J.L. et al. 1994 Organisations: Behaviour structure and processes (Reserve)
• Gouldner, A. W. 1954 Patterns of industrial Bureaucracy New York: Free Press
• Gruneberg, M. & Wall, T.(eds) Social Psychology and organizational behavior Chichester: John Wiley
• Hall, E. T . Understanding Cultural differences Yarmouth: Intercultural Press
• Handy, C 1999 Understanding Organisations 4th ed London: Penguin (Reserve HD31HAN)
• Hofstede, G. 1991 Cultures and Organisations London: McGraw –Hill
• Hodgetts, R. M. 1991 Organisational behavior: Theory and practice New York: Macmillan company
• Kast, F.E. & Rosenzweig, J.E. Organization &Management11985 4th ed New jersey McGraw-hill (Reserve HD31KAS)
• Kotter, J. P. 1990 "what do leaders really do?" in Harvard Business review 73 pp59-67
• Mintzberg, H. 1983a Power in and around organizations New York: Prentice-Hall
• Mintzberg, H. 1983b Structures in fives: designing effective organizations Englewood Cliffs, New Jersey: Prentice-Hall.
• Moorhead, G. and Griffin, R. w. 1998 Organisational Behaviour 5th edition Houghton: Mifflin Company
• Mullins, L. Management and Organisational behavior London: Pitman, The financial times (Reserve)
• Perrow, C. 1970 Organisational analysis: A sociological review Belmont: Wadsworth
• Robbins, S. P. 1998 Organisational behavior: Concepts, controversies, and applications NJ: Prentice-Hall (Reserve)
• Simon, H 1957 Administrative behavior NY: Macmillan
• Schein, E. H. 1975 Organisational culture and Leadership San Francisco: Jossey-bass
• Vecchio, R. P. 1995 organizational behavior 3rd edition Orland: Dryden Press
Exam Rules
MID-COURSE TEST
The mid-course exam is a critical component of the Organizational Behavior course evaluation. The following details provide a comprehensive understanding of the test format, duration, content, and its impact on the student's final grade:
Test format and duration
The mid-course exam is a written test lasting 3 hours. During this time, the candidate will have to answer a series of questions that assess their understanding of the course material.
Content and question types
The test includes questions directly related to the course lectures and textbooks. The questions can be of various types, including open-ended, closed (multiple-choice), or a combination of both. The purpose of this varied question format is to evaluate the understanding of the course content from different perspectives.
In addition to assessing the knowledge of critical concepts, theories, and models covered in the course, the test may include questions that require the analysis and interpretation of real-life incidents or scenarios. These questions aim to assess the ability to apply theoretical frameworks to practical situations and focus on specific theoretical issues discussed in class.
Evaluation and bonus points
Students can earn up to +3 extra points towards their final grade of the 1st exam after the course through the mid-course exam. These extra points apply only to the 1st exam after the course.
Importance and validity of mid-course test points
The extra points obtained through the mid-course test serve to improve the grade, particularly for the 1st exam after the course. It is important to note that these points do not affect subsequent exams or assignments.
By performing well on the mid-course test, it is possible to improve the overall course grade, as the bonus points enhance the final result of the first exam after the course.
Preparing thoroughly for the mid-course test is essential by reviewing lecture notes, textbooks, and any other material provided during the course. Additionally, engagement in critical thinking and active participation in class discussions can significantly improve exam performance.
Final Exam
The final exam is a written test lasting about 3-4 hours and includes:
a) Case discussion
You may receive a case study with several questions to guide the discussion. When answering the questions, please use specific content and theories (name approaches and models) for your analysis. You will not receive credit for your opinions unless supported by theory, lectures, and textbook material. Additionally, describe how the content/theory applies to the situation. Answers will be evaluated based on quantity and quality. Comprehensive solutions demonstrating a high understanding and analysis will receive more points.
b) Some questions directly related to the course textbooks
These can be open-ended, closed (multiple choice), or a combination. You may be asked to discuss the models and theories presented during the course. You must interpret some real episodes and focus on specific theoretical issues.
If the number of students enrolled on a given exam date is less than ten, the instructors will conduct an oral exam instead of a written one.
Results will be communicated through the Delphi system, and students may also receive an individual illustration of their written test outcomes via interviews with the instructors.
The exam will be evaluated according to the following criteria:
• Unsatisfactory: Significant gaps and/or inaccuracies in the knowledge and understanding of topics; limited analytical and synthesis skills, frequent generalizations, and limited critical and judgment skills; topics are presented inconsistently and with inappropriate language.
• 18-20: Barely sufficient knowledge and understanding of topics with possible generalizations and imperfections; sufficient analytical, synthesis, and judgment autonomy skills; topics are often presented inconsistently and with inappropriate/technical language.
• 21-23: Routine knowledge and understanding of topics; correct analytical and synthesis skills with sufficiently coherent logical argumentation and appropriate/technical language.
• 24-26: Fair knowledge and understanding of topics; good analytical and synthesis skills with rigorously expressed arguments but with not always appropriate/technical language.
• 27-29: Complete knowledge and understanding of topics; notable analytical and synthesis skills; good judgment autonomy. Topics presented rigorously and with appropriate/technical language.
• 30-30L: Excellent level of knowledge and in-depth understanding of topics. Excellent analytical, synthesis, and judgment autonomy skills. Arguments expressed originally and with appropriate technical language.
The mid-course exam is a critical component of the Organizational Behavior course evaluation. The following details provide a comprehensive understanding of the test format, duration, content, and its impact on the student's final grade:
Test format and duration
The mid-course exam is a written test lasting 3 hours. During this time, the candidate will have to answer a series of questions that assess their understanding of the course material.
Content and question types
The test includes questions directly related to the course lectures and textbooks. The questions can be of various types, including open-ended, closed (multiple-choice), or a combination of both. The purpose of this varied question format is to evaluate the understanding of the course content from different perspectives.
In addition to assessing the knowledge of critical concepts, theories, and models covered in the course, the test may include questions that require the analysis and interpretation of real-life incidents or scenarios. These questions aim to assess the ability to apply theoretical frameworks to practical situations and focus on specific theoretical issues discussed in class.
Evaluation and bonus points
Students can earn up to +3 extra points towards their final grade of the 1st exam after the course through the mid-course exam. These extra points apply only to the 1st exam after the course.
Importance and validity of mid-course test points
The extra points obtained through the mid-course test serve to improve the grade, particularly for the 1st exam after the course. It is important to note that these points do not affect subsequent exams or assignments.
By performing well on the mid-course test, it is possible to improve the overall course grade, as the bonus points enhance the final result of the first exam after the course.
Preparing thoroughly for the mid-course test is essential by reviewing lecture notes, textbooks, and any other material provided during the course. Additionally, engagement in critical thinking and active participation in class discussions can significantly improve exam performance.
Final Exam
The final exam is a written test lasting about 3-4 hours and includes:
a) Case discussion
You may receive a case study with several questions to guide the discussion. When answering the questions, please use specific content and theories (name approaches and models) for your analysis. You will not receive credit for your opinions unless supported by theory, lectures, and textbook material. Additionally, describe how the content/theory applies to the situation. Answers will be evaluated based on quantity and quality. Comprehensive solutions demonstrating a high understanding and analysis will receive more points.
b) Some questions directly related to the course textbooks
These can be open-ended, closed (multiple choice), or a combination. You may be asked to discuss the models and theories presented during the course. You must interpret some real episodes and focus on specific theoretical issues.
If the number of students enrolled on a given exam date is less than ten, the instructors will conduct an oral exam instead of a written one.
Results will be communicated through the Delphi system, and students may also receive an individual illustration of their written test outcomes via interviews with the instructors.
The exam will be evaluated according to the following criteria:
• Unsatisfactory: Significant gaps and/or inaccuracies in the knowledge and understanding of topics; limited analytical and synthesis skills, frequent generalizations, and limited critical and judgment skills; topics are presented inconsistently and with inappropriate language.
• 18-20: Barely sufficient knowledge and understanding of topics with possible generalizations and imperfections; sufficient analytical, synthesis, and judgment autonomy skills; topics are often presented inconsistently and with inappropriate/technical language.
• 21-23: Routine knowledge and understanding of topics; correct analytical and synthesis skills with sufficiently coherent logical argumentation and appropriate/technical language.
• 24-26: Fair knowledge and understanding of topics; good analytical and synthesis skills with rigorously expressed arguments but with not always appropriate/technical language.
• 27-29: Complete knowledge and understanding of topics; notable analytical and synthesis skills; good judgment autonomy. Topics presented rigorously and with appropriate/technical language.
• 30-30L: Excellent level of knowledge and in-depth understanding of topics. Excellent analytical, synthesis, and judgment autonomy skills. Arguments expressed originally and with appropriate technical language.