Doctoral Curriculum 2009 Courses

Sheetal.v@jaro.in info@onspotjobs.com ubiprojects@gmail.
com Doctoral Curriculum 2009

Approved at the meeting of the Estonian Business School Senate January 22, 2009 Certified at the meeting of the Board of EBS Education January 29, 2009
Management Doctor of Philosophy (PhD) Curriculum of Doctorate Studies Teaching licence: nr 5221HTM, issued 03.10.2008 State code: 80041 Nominal study period: 4 years Total volume of studies: 240 ECTS The goal of doctoral studies: The main objective of doctoral studies at EBS is to equip graduates with doctoral level competence in the field of management. This competence is described by the following competence profile: Profound knowledge of the main theories in the field of management Knowledge and skills required for management research Formulation of management problems as research problems Conducting management research Documenting and presenting the results of management research Application of management research results in private, public and non-governmental organizations, and processes thereof
Expected learning outcomes: A student who has completed the programme: has general knowledge and systematic overview of the fields of social and economic sciences and profound and relevant knowledge in management science; understands the importance of knowledge, research methods and range inside and between the existing management science fields and is able to increase, re-evaluate and formulate them; is able to analyse and evaluate independently and critically new and complicated ideas typical for the speciality, as well as identify and formulate research questions creatively and precisely; knows the methodology and research methods of social and management research;
is able to act independently in a difficult, particularly international, work and study environment, including research that requires management and cooperation skills, innovative thinking and the ability to adopt strategic decisions; is able to initiate, plan, implement and evaluate critically research and development work which leads to new academic and procedural solutions; is able to evaluate scientifically and ethically, and understand the opportunities and limits of science, the role of science in society and responsibility of people employing scientific achievements; is able to analyse social norms and relationships, correspond to them and change them if necessary; is able to present in writing and orally to audiences familiar or unfamiliar with the subject those problems and conclusions, and the theories on which they are the based, related with his/her scientific field of research. He or she must also be able to explain them and take part in professional debates both in Estonian and in English, especially through the presentation of original scientific results in internationally pre-reviewed publications; is able to identify his/her need for new knowledge and skills and support studies of others both in the context of education and science and at the higher societal level; is able to impart adequately his/her knowledge by means of teaching, supervising etc. Admission requirements: Master of Social Sciences, Master of Business Administration (MBA) or any other equivalent qualification; Written reference and consent of the prospective supervisor for the Doctoral Thesis; Draft of the future Doctoral Thesis which has to include the definition of the subject of the research and the problem, applicability of the topic and explanation of the research method(s). Core courses Basic courses Special courses (including pedagogic practice) Doctoral seminar Doctoral Thesis TOTAL Graduation requirement: Successfully completion of core, basic and special courses and doctoral seminar; Publication of the results of the Doctoral Thesis (at least 3 scientific publications corresponding to the requirements of the Quality Agreement between Estonian universities); Successful defence of Doctoral Thesis. 15 ECTS 18 ECTS 18 ECTS 9 ECTS 180ECTS 240 ECTS
Programme structure:
Qualification: Doctor of Philosophy (Management)
The list of the subjects is defined by the programme stated below. The conditions for their fulfilment are defined by the Procedure for Successful Completion of the Doctoral Programme and Defence (see Appendix 5) and by EBS Academic Regulations. PROGRAMME Core Courses Philosophy of Science Methodology and Methods in Social and Management Studies Basic Courses Management and Organisation Theories Microeconomics Management of Public Organisations and their Legal Framework Special Courses 15 ECTS 6 ECTS 9 ECTS 18 ECTS 6 ECTS 6 ECTS 6 ECTS 18 ECTS
The Doctoral student together with his/her supervisor composes a special programme of studies according to the topic of the Doctoral Thesis and field of research. Following the supervisors advice, the doctoral student may take an elective course from the programme or a reading course up to 12 ECTS. The student may complete special courses in another university within a programme accredited at the same level after agreement with the supervisor. Pedagogical practice and development activity methods and their implementation (up to 12 ECTS). Teaching students at a university or any other training institution. Elective subjects (choose up to 12 ECTS) Strategic Management Theories of Management of Organisational Changes Methods, Paradigms and Approaches of Contemporary Social Sciences Knowledge Management and Intellectual Capital Systems Science Logic Social Psychology International Marketing Ethics and Responsibility in Management Fundamentals of Cybernetics and Emergent Systems Optional courses Doctoral seminars Doctoral Thesis 6 ECTS 6 ECTS 6 ECTS 6 ECTS 6 ECTS 6 ECTS 3 ECTS 6 ECTS 6 ECTS 3 ECTS up to 6 ECTS 9 ECTS 180 ECTS
Course descriptions 1. 2. 3. 4. 5. 6. NAME (in Estonian) NAME(in English) SUBJECT CODE VOLUME OF STUDIES LEADING PROFESSOR GENERAL GOALS OF THE SUBJECT TEADUSFILOSOOFIA PHILOSOPHY OF SCIENCE SOC631
6 ECTS 36 contact hours, 124 independent work hours
Peeter Mrsepp, Ph.D.

The course provides an overview of the main problems of the philosophy of science and their analyses and solutions presented by the most outstanding thinkers in the field. The common ground between the methodological problems of natural and social science, including economics, is addressed. The students learn about the main problems of philosophy of science, including their historical background and the typical attempts of solving them. They can distinguish between scientific and nonscientific hypotheses and theories. The students recognize the specific features of social science (including economics) in comparison with natural science. They can analyze the content of their doctoral research from the methodological point of view. Lectures 20 hours, seminars (including student presentations) 16 hours and independent assignments 124 hours Every student has to write a paper anlyzing some typical problem of philosophy of science. It is recommended to connect the content of their paper with the topic of their doctoral research. The main points of the paper have to be presented in class and discussed. Presentation in class, the paper and the final test concerning the main concepts of the course will be grades. Chalmers, Alan F. What is This Thing Called Science? Recommended Kuhn, Thomas S. The Structure of Scientific Revolutions. Popper, Karl R. The Logic of Scientific Discovery
7. LEARNING OUTCOMES OF THE SUBJECT
8. ORGANIZATION OF THE SUBJECT 9. INDEPENDENT WORK
10 EVALUATION FORMS . 11 OBLIGATORY AND OPTIONAL . STUDY MATERIALS
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NAME (in Estonian)
SOTSIAAL- JA JUHTIMISUURINGUTE METODOLOOGILISED JA METOODILISED KSITLUSED METHODOLOGY AND METHODS IN SOCIAL AND MANAGEMENT STUDIES MAN663
2. NAME(in English) 3. SUBJECT CODE 4. VOLUME OF STUDIES 5. LEADING PROFESSOR 6. GENERAL GOALS OF THE SUBJECT
ROBERT PEFFERLY, Ph.D. MARI KOOSKORA, Ph.D.

To create a holistic understanding of writing the PhD dissertation, high level scientific research project and explore the issues related to PhD research. To help students to position their research, handle systematically the methods used in social sciences and the comparative analysis of different paradigms. To create an overview of the research methods and approaches used in social sciences and management research. To enrich knowledge about quantitative and qualitative research methods to enable students to use these in their PhD research projects. To prepare students choosing suitable research and analyzing methods for their own research projects and using these in practice.
Upon completion of the course, the student has deepened knowledge about: Quantitative and qualitative research and analysis methods The essence of quantitative and qualitative methods, empirical research, types of data, reliability and validity. Statistical methods of data processing: dispersion analysis, correlation analysis, regression analysis, and cluster analysis, factor analysis. Methods for collecting and handling qualitative data. A mixed methods approach.
Students acknowledge main quantitative and qualitative research methods, are able to compare and contrast different approaches and are to find a suitable approach for a concrete research project and how to use quantitative and qualitative approaches in their practical research projects.
Students understand how to move from project design, to project implementation, to data analysis and reporting. Upon completion of the course, the student will be able to: Formulate good research questions and design appropriate research. Collect and document own data using a variety of methods. Analyze both qualitative and quantitative data. Interpret the research results logically and convincingly Critically evaluate own research and that of other social scientists.
According to the concrete research project a student is able to find a suitable methodological approach and creatively use it in his/her practical research activities.
8. ORGANIZATION OF THE SUBJECT
48 contact hours is divided into 32 academic hours for quantitative and 16 academic hours for qualitative research methods. Contact hours include lectures, discussions, independent exercises and working in groups. Independent work 198 hours includes: - Independent work with literature - A practical written work project in form of a formal proposal, or plan, for future research. - Proposal should entail a discussion of a concrete research question, the motivation and background for that question, a brief literature review, defense of the research methodology, an overview of the project (the sections or chapters you and what they will include). A student has to justify his/her methods using the readings from the course and anticipate addressing some of the key debates and problems of quantitative and qualitative research within the paper as well.
9. INDEPENDENT WORK
10 EVALUATION FORMS .
11 EVALUATION TIME . 12 EVALUATION CRITERIA .
Grading / evaluation is based on: a) active class participation b) independent and group work exercises c) practical written research project d) presentation of the independent work results in class Grading / evaluation will take place after discussing the results of assignments in class Criteria for grading / evaluating written research proposal: The writing should be organized -- the main point of the argument is evident, and there is a logic in
13 OBLIGATORY AND OPTIONAL . STUDY MATERIALS
going from A to B. Arguments are justified using readings and class material. The purpose is to convince the audience as to the correctness of your position. The audience will be skeptical, and the burden is on the student to show proof. The readings are synthesized and / or there are discussions to create his/her own ideas. Analyses should be thoughtful, specific, and detailed. Implications are offered of the analysis. Purpose is to go beyond the obvious; the solutions must be critically sound. Required literature: Bryman, A. & Bell, E. 2003. Business Research Methods. Oxford University Press. Recommended literature: Easterby-Smith, M., Thorpe, R., & Lowe, A. 2003. Management Research, An Introduction (2ed). Sage Publications. Ghauri, P. & Gronhaug, K. 2002. Research methods in business studies, a practical guide. 2nd ed. Prentice Hall Europe. Saunders, M., Lewis, P. and Thornhill, P. 2007. Research Methods for Business Students. 4th ed. UK: Pearson Education Limited. Silverman, David 2000. Doing Qualitative Research: A Practical Handbook. London: Sage Denzin, N.K. & Lincoln, Y.S. (eds.) (2000). Handbook of qualitative research. London: Sage Publications. Alvesson, M. 2003. Beyond Neopositivists, Romantics, and Localists: A Reflexive Approach to Interviews in Organizational Research. Academy of Management Review 28, 13-33. Stake, Robert: The Art of Case Study Research. Sage 1995. Adler, P.A & Adler, P. 1994. Observational Techniques. In Lincoln, Y.S & Denzin, N.K. (eds.) Handbook of Qualitative Research. Thousand Oaks, CA: Sage. Blaikie, N. 1991. A Critique of the Use of Triangulation in Social Research. Quality and Quantity 25, 115-36. Eisenhardt Kathleen, "Building Theories from Case Study Research", Academy of Management Review, vol. 14, no. 4, pp. 532-550, 1989. Dyer, W. G. and Wilkins, A.L. (1991) "Better stories, not
better constructs, to generate better theory: a rejoinder to Eisenhardt", Academy of Management Review, Vol. 16 No. 3. pp. 613-619. Coffey, A. & Atkinson, P. 1996. Making Sense of Qualitative Data: Complimentary Research Strategies. London: Sage. Czarniawska, B. 2004. Narrative in Social Science Research London: Sage. Additionally the students are required to become familiar with other sources, especially those located electronically: to critically review articles in ProQuest and EBSCO databases and use ideas discussed in these articles in their own research projects.
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NAME (in Estonian)
JUHTIMIS- JA ORGANISATSIOONITEOORIAD MANAGEMENT AND ORGANISATION THEORIES MAN676

2. NAME(in English) 3. SUBJECT CODE 4. VOLUME OF STUDIES 5. LEADING PROFESSORS 6. GENERAL GOALS OF THE SUBJECT
RUTH ALAS, Ph.D. TIIT ELENURM, Ph.D.

To give profound knowledge in the field of organisation and management combining the present theoretical concepts with the analysis of future trends. To create a general understanding of the main areas of organisation and management theories. To create a vision of the different interpretations of object and principles of the organisation and management theory in the following areas: connections between organisation and environment; organisation as a complex of subsystems; organisations structure and basic processes; factors that influence organisations development and functioning; organisations mechanisms. To guarantee sufficient preparation for further development of theoretical principles of organisation and management in such a way that students achieve a whole understanding of basic concepts of organisation and management theories and basic contradictions in existing interpretations. Emphasising managerial aspect, to give essential theoretical knowledge to cover the field widely, i.e. a person in the organisation and his/her behaviour and activity in different organisational cultures
Knowledge: Student acquires knowledge about contingency theory, resource dependency theory, organisation ecology, transaction cost theory, institutional theory, organisation and environment integration theory, theory explaining the power, political and cultural mechanisms of an organisation, theory of relationships between organisations. Student acquires knowledge about the implementation of the newest organisational theories concepts to explain and forecast the economic development of the organisation.
Student is able to set up a research goal, draw up hypotheses and choose a method to conduct an organization and management based research. Student knows what kind of research goals and hypotheses it is possible to set according to different theoretical principles and what kind of methodological prerequisites are important in developing the research within the analyzed theories. Skills: Student is able to state managerial problems and evaluate their connection with the topic of the research. Prepares a draft of the dissertations subparagraphs which shows the connections between the problem and the most important theoretical principles of the fields of organisation and management. Attitudes: Understands the role of human resources in management and similarities and differences between management in business organisations and public sector.
24 ac/h of auditory work, 12 ac/h of seminars, 124 hours of independent work. Compilation of the bibliography on organisation and management and reports on bibliography Analysis of hypotheses originating from different theories and possible tasks of research programmes Independent work with bibliographical sources and their discussion in small groups Identification of real management problems and practical cases during interviews with top-ranked manager and their analysis in small groups using world theories. Discussions of independent work with the professor take place later at the seminars: - in the reports the main points of the articles are stated, comparative tables and conceptual schemes are compiled - in the report progress and group processes are analysed
The following aspectss are evaluated: a) preliminary knowledge of the admitted doctoral students about the basic concepts of organisation and management; a) results of the independent written work b) reports on the articles b) participation in seminars.
An admission test is held at the beginning of the course. Evaluation of independent works takes place after the discussion of their results At the application test the preliminary knowledge of the doctoral student in the fields of organisation and management is evaluated. In case of a negative result the doctoral student is given an additional task to make a report on the gaps of his knowledge. The basis for evaluation of independent works is the substantial modernity and argumentativeness of the report, structure of the written paper and consistence and persuasiveness of oral presentation. Ability to work in a team or independently is the basis for evaluation of participation. Hellriegel, D.. Jackson, S.E., Slocum J.W. 2002. Management: A Competency-Based Approach. Cincinatti: South-Western Tsoukas, H., Knudsen, Ch. (Eds). 2005. The Oxford Handbook of Organizational Theory. Meta-theoretical perspectives. Oxford: Oxford University Press Pugh, D., Hickson, D. 2007. Great Writers on Organizations. Hamspshire: Ashgate. To pass the admission test at the beginning of the course have a look at the following material: ksvrav, R. 2008. Organisatsioon ja juhtimine. Neljas, tiendatud trkk. TT Kirjastus; Alas, R. 2008. Juhtimise alused, Klim. To write a report doctoral students use such databases as ProQuest and EBSCO choosing new articles in the fields of organisation and management that are connected with their topic as supplementary literature.
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NAME (in Estonian) NAME(in English) SUBJECT CODE VOLUME OF STUDIES LEADING PROFESSOR GENERAL GOALS OF THE SUBJECT
MIKROKONOOMIKA MICROECONOMICS ECO601

ALARI PURJU, Ph.D.

One target of the course is to study fundamental concepts of economics; Another target is to describe an learn how to use microeconomics application in making management decisions. The course goal is also to link the management decision making with investigation of regularities of markets with different structures.
Knowledge: Microeconomics is a subject dealing with conceptual basics and analytical methods in economic science. The decision making process of individuals and firms based on these concepts and impact of market structure on it is analyzed. The impact of risk an uncertainty, different time periods, asymmetry of information on economic analysis is treated. The transaction cost approach and principal-agent framework together with game theory approach are considered additionally to traditional methods applied in microeconomics. The last part of the course covers market failures, impact of taxes and role of public goods. Skills: Can apply microeconomic tools in analysis of demand and supply side factors related to economic activities; Can apply economic analysis to prepare the economic decision making on individual and company level; Can formulate a core problems for economic analysis on company and industry level; Can use info technological tools for economic analysis; Attitudes: Applies rational decision making tools and understands the role of objective analysis in decision making process; Share values of rational approach to economic and
business problems; Understands a a wider social meaning of economic and business activities
8. ORGANIZATION OF THE SUBJECT 9. INDEPENDENT WORK 10 EVALUATION FORMS . 11 EVALUATION TIME . 12 EVALUATION CRITERIA .
40 contact hours and 120 hours of individual work. Two home works with emphasis on problems solving and a literature overview targeting application of economic analysis tools in business filed close to topic of thesis. Grading take into account the regular work during the course and there is also an exam after the course based on the whole study material Current work is graded during the course and exam takes place after the course ends. Grading: a) 2 homeworks, 10% of grade each b) literature overview 10% of grade c) two tests, 10% of grade each d) exam, 50% of grade Varian, Hal, R., 2003, 2006, Intermediate Microeconomics. A Modern Approach. Sixth or Seventh Edition, W.W. Norton&Company, New York, London. Bowles, Samuel, 2004, Microeconomics. Behavior, Institutions, and Evolution. Princton University Press, Princton and London. Journal of Economic Literature, different articles
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NAME (in Estonian)
2. NAME(in English)
3. 4. 5. 6.
SUBJECT CODE VOLUME OF STUDIES LEADING PROFESSOR GENERAL GOALS OF THE SUBJECT
AVALIKE ORGANISATSIOONIDE JUHTIMINE JA SELLE IGUSLIK KESKKOND MANAGEMENT OF PUBLIC ORGANISATIONS AND THEIR LEGAL FRAMEWORK PUB621
ARNO ALMANN, Ph.D.

To provide a generalised discussion on the basic characteristics of public institutions administration as well as on theoretical and practical problems related to the administration of public institutions. To give an overview of choices and opportunities of a public power institution during strategic decision-making, cooperation opportunities and forms between different sectors and factors influencing them. To give knowledge about the competencies of public institutions and legal arrangement of relations between them. To achieve a good theoretical preparation for managing public institutions at different public power levels and in coordinating cooperation between different institutions in changing and globalising world. Student understands the differences in management of public institutions and is able to implement them when managing public institutions. Student knows the analytical methods essential for compiling strategies and development plans and is able to implement those in compiling, realising and monitoring strategic development programmes and plans. Student has a sufficient overview of cooperation opportunities in public sector, knows cooperation forms between sectors and within a sector, is able to take into account internal and external factors that influence cooperation during planning, organising and supervising cooperation process. Student thoroughly knows competencies of public institutions, and legal arrangement of relations in public administration organisations and typical problems that occur while implementing them, and is able to solve these problems. probleeme ja oskab neid lahendada.
Obligatory auditory works consists of lectures and seminars. Independent work is studying theoretical
9. INDEPENDENT WORK 10 EVALUATION FORMS . 11 EVALUATION TIME . 12 EVALUATION CRITERIA .
sources and legislative act. Analysis of topics relevant to the subject in the context of Doctoral Thesis on the basis of topics given by the Professor. Participation in auditory work (10%), at seminars (20%) and independent work (20%) are evaluated. The course ends with an individual exam (50%). Evaluation takes place during the course and at its end. Knowledge of the materials. Ability to combine theoretical knowledge with practical opportunities and needs. Ability to use legislative acts in managing public administration institutions in different situations. Ability to connect the acquired knowledge with the problems of the Thesis. Obligatory legislative acts: Constitution of the Republic of Estonia. Commented Edition. Government of the Republic Act, Local Government Organisation Act, Administrative Cooperation Act, Constitutional Judgements Note: additional study materials are given during the course.
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STRATEEGILINE JUHTIMINE STRATEGIC MANAGEMENT MAN625

TIIT ELENURM, Ph.D.

To give knowledge required for research and development of strategic management. To create an idea of theoretical principles in the strategic management process and managers strategic choices. To give an overview of new areas and concepts of strategic management and the possibilities of their implementation in order to develop organisation and to enable strategic changes in business organisations and in public administration. To guarantee the preparation of the doctoral student for implementation of his/her research results as one of the components of strategic management Knowledge: Student deepens his/her knowledge of development phases of strategic management in large, middle and small companies and strategic managements keys to success. Student knows new strategic concepts, understands their opportunities and limits in strategic sense and is able to find practical aqpplications of strategy theories. Student understands the role of managers and owners in strategy work and the opportunities of researchers in influencing the process of development and implementation of a strategy. Skills: Student is able to analyse important strategic choices made in large companies in Estonia and in the world at the level of group, strategic business unit or function. Student is able to compare strategic choices in large and small enterprises and organisations. Student is able to evaluate opportunities and risks of strategic solutions made to creatively redefine innovation and business ideas. According to the connection of the Doctoral Thesis with a certain economic sector student is able to implement strategic models and mindmaps to influence strategic development by means of presenting and implementing the results of his/her research. Student is able to plan strategic meetings and training
activities for organisation development programmes. Attitudes: Student understands the importance of opportunities and risks of strategic solutions made to creatively redefine innovation and business ideas as a means to guarantee competitive advantage of Estonian economy and continuous development of Estonian society.
20 ac/h of lectures, 16 ac/h of seminars, 124 hours of independent work Compiling reports of strategic bibliography and reviews of publications Analysis of practical strategic cases Tasks on conducting strategic audit development and test of strategic management methods Planning a strategic seminar in an organisation Results of independent work are discussed at the seminars The following aspects are evaluated: a) results of the independent written work b) reports on articles c) plan of strategy training (role play) d) participation in seminars Evaluation of independent work takes place after the discussion of their results at the trainings. The basis for evaluation of independent works is the substantial new information and argumentativeness of the report, structure of the written paper and consistence and persuasiveness of oral presentation. While evaluation the plan of strategic training its purposefulness, diversification of strategic training methods and compatibility with the situation are taken into consideration. Ability to work in a team or independently is the basis for evaluation of participation. Boxall, P., Purcell, J. 2003. Strategy and human resource management, New York: Palgrave Macmillian Ghemawat, P., Cassiman, B., Collins, D., Rivkin, J. 2006. Strategy and the business landscape. 2nd ed., Upper Saddle River, N.Y.:Pearson/Prentice Hall. Hill, Ch., Jones, G. 2008. Strategic Management Theory. An integrated approach, Cengage Learning. Jones, P. 2008. Communicating strategy, Aldershot : Gower. Kim, C., Mauborgne, R. 2005. Blue Ocean Strategy: How to Create Uncontested Market Space and Make Competition Irrelevant, Harvad Business School
Publishing. Kaplan, R.S., D.P. 2004. Strategy maps, Harvard Business School Press. Mintzberg, H., Ahlstrand, B., Lampel, J. 2005. Strategy safari: a guided tour through the wilds of strategic management, New York: Free Press Alas, R. 2005. Strateegiline juhtimine. 3tr. Tallinn: Klim. Koch, R. 2007. Strateegia ksiraamat. Tallinn: Tnapev. Leimann, J., Skrvad, P.-H., Teder, J. 2003. Strateegiline juhtimine, Tallinn: Klim. As supplementary material Doctoral students analyse the newest articles available in Pro Questiis ja EBSCOs with the help of which they can connect the topic of their Doctoral Thesis with problems of strategic management.
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NAME (in Estonian)
2. NAME(in English) 3. 4. 5. 6. SUBJECT CODE VOLUME OF STUDIES LEADING PROFESSOR GENERAL GOALS OF THE SUBJECT
TNAPEVA SOTSIAALTEADUSTE PARADIGMAD, MEETODID, LHENEMISED METHODS, PARADIGMS AND APPROACHES OF CONTEMPORARY SOCIAL SCIENCES SOC640
EERO LOONE, D.Sc.

Provide doctoral students with background knowledge and critical abilities for rational and reasonable choice between major available research approaches and methods in social sciences, to facilitate reasonable selection and development of methods appropriate for particular research goals. Understanding the diversity of social science paradigms and implications of the existence of a variety of methods and approaches Understanding of essential features, similarities and differences of major research approaches in social sciences Development of a basic critical ability to effect selection between available methods in accordance with researchers particular goals and tasks Understanding of the dependencies between research results and methods / approaches used in research
Lectures 20 hours, seminars 16 hours, paper 124 hours Independent paper: independent analysis of an approach, paradigm or a set of methods. Preparation for seminar discussions. Summary grade at the end of the course, grading in accordance to the EBS grading scale At the end of the course (during examination period) Grading is based on written examination at the end of course, assessment of the paper and of the seminar contributions of the student, assesses the strengths and weaknesses of the student and, in particular, her creative abilities, independence of thinking, skills in using data within reasoning *Theory and Methods in Political Science, ed. David Marsh and Stoker, Gerry. Palgrave Macmillan, 2002. *Harold Kincaid. Philosophical Foundations of the Social Sciences. Cambridge University Press, 1996.
Ernest Gellner. Relativism and the Social Sciences. Cambridge University Press, 1985. R.G.Collingwood. The Idea of History. Clarendon Press, various editions. Titles marked * are obligatory. Additional titles may be recommended for particular seminars and papers.
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NAME (in Estonian)
TEADMUSJUHTIMINE JA INTELLEKTUAALNE KAPITAL KNOWLEDGE MANAGEMENT AND INTELLECTUAL CAPITAL MAN665

TIIT ELENURM, Ph.D.

To explain the role of knowledge management and intellectual capital in development of different types of organisations. To create an idea of knowledge management and intellectual capital and their implementation. To obtain abilities of using and developing WebCT/Blackboard e-learning environment. To guarantee that doctoral student understands the role of his/her research in developing knowledge management and increasing intellectual capital. To develop abilities essential to start and direct knowledge management projects
Knowledge: Student knows the concepts of knowledge management and intellectual capital, understands their specificity in business and public administration, small and big international companies. Student understands the role of knowledge management in consumer-oriented and research-oriented companies. Student knows the means and processes of development of knowledge management and the barriers occurring in these processes. Skills: Student is able to evaluate the intellectual capital of an organisation and analyse priorities of knowledge management in organisations that are connected with the doctoral students Thesis. Student is able to analyse and disclose an organisations core competencies and the processes connected with it. According to the connection of the Thesis with a certain economic sector or public administration student is able to set up initial tasks of the development of knowledge management. Student is able to find organisational and IT means that
help to share knowledge. Attitudes: Student understands the role of sharing knowledge and network cooperation as the key to success of organisations, researchers and experts.
20 ac/h of lectures, 16 ac/h of seminars, 124 hours of independent work Analysis of study materials in WebCT/Blackboard elearning environment Passing tests in e-learning environment and developing additional questions for further development of tests Analysis of cases of knowledge management projects Evaluation of knowledge management prerequisites Discussions with the professor take place later at the seminars The following aspects are evaluated: a) results of the independent written work b) reports on articles c) plan of strategic training (role play) d) participation in seminars Evaluation of independent work takes place after the discussion of their results at the trainings. The basis for evaluation of independent works is the substantial modernity and argumentativeness of the report, structure of the written paper and consistence and persuasiveness of oral presentation. . While evaluation the plan of strategic training its purposefulness, diversification of strategic training methods and compatibility with the situation are taken into consideration. Ability to work in a team or independently is the basis for evaluation of participation. Arbnor, I., Bjerke, B. 2009. Methodology for creating business knowledge. 3rd ed., London: Sage Publications. Easterby-Smith, M., Lyles, M (Eds). 2005. Handbook of organizational learning and knowledge management, Blackwell Publishing. Elenurm, T. 2006. Learning Networking and Knowledge Sharing Skills in Cross-border E-learning and Student Exchange Processes. Proceedings 6th European Conference on Knowledge Management. Ed. by Dan Remenyi, p. 144-151. Edvinsson, L. 2003. Ettevtluse pikkuskraadid.
Avastusretk teadmusmajandusse, Tallinn: Pegasus. Jansen, W. , Steenbakkers, W., Jgers, H. 2007. New business models for the knowledge economy, Aldershot: Gower, c2007 Morely, D., Maybury, M., Thuraisingham, B.(ed). 2002. Knowledge Management: classic and contemporary works, Massachusetts: MIT As supplementary material Doctoral students analyse the newest articles available in Pro Questi and EBSCOs with the help of which they can connect the topic of their Doctoral Thesis with problemats of strategic management.
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NAME (in Estonian) SUBJECT CODE VOLUME OF STUDIES LEADING PROFESSOR GENERAL GOALS OF THE SUBJECT
SSTEEMITEOORIA SYSTEMS SCIENCE INF602

2. NAME(in English)
PEETER LORENTS, Ph.D.

To give an overview of those concepts, principles and methods that we need in us and in the surrounding world to describe different systems and understand their status and development. To give an idea of the essence of property and relations. To give an idea of the system as a complex of certain elements, property of elements and relations between them. To give an idea of similarity forms and the essence of modelling of systems. To give an idea of time as a system, the essence of dependence on time, static and dynamic interpretation methods of systems. To give an idea of evaluating, controlling and analysing systems. To give an idea of general principles with which construction, condition and development of systems comply regardless of the type of system: either inanimate systems (e.g. houses, cars, computer networks etc) or animate systems (e.g. people) or mixed systems (e.g. business organisations, manufacturing businesses etc). To give an idea of systems animateness and inanimateness, and their death. To give an idea of the principles of systems ethics. Knowledge: Elements and profound elements in complex. Property and relations. Systems with one or many basic sets of elements. Immanent parts of systems. Similarities and modelling of systems. Time as a system. Dependence of time. Causality. Influences and factors of influence. Similarity of systems. Modelling. Estimation and evaluation. Control and analysis. Life and death of systems. Vital part of systems. Struggle and protection of systems. Systems ethics. Skills: Ability to describe systems. Ability to mine systems (systems mining).
Ability to recognise similarities and differences of systems. Ability to define influence factors, profound reasons, concurrent reasons and concurrent and distant consequences. Ability to define immanent and vital components of systems and evaluate their animateness and inanimateness. Ability to esteem ethically. Ability to rest upon terms and basic principles of systemics to understand the construction of systems and everything that happens with or in them.
Attitudes: Student understands the role of correctly defined terms and basic principles to construct systems, describe their development and comprehend them. Student respects and doesnt ignore principles of systems while modelling decisions and plans connected with systems. 20 ac/h of lectures, 16 ac/h of seminars, 124 hours of independent work Description of things, events etc in his/her life or somewhere else as systems. Description of events linked to the basic principles of systems world in his/her everyday life or somewhere else. Description of immanent and vital parts of systems appearing in everyday life. Ethical evaluation of opportunities or vica versa of examples linked to opportunities The following aspects are evaluated: a) results of independent written work b) reports on articles and books In case of completing tasks the grade is formed on the basis of proportion between the number of given tasks and the number of correct answers (number of correct answers/number of given tasks) Evaluation takes place about a week after the agreed deadline of handing in assignments. The criteria for evaluation of independent works or oral presentations are the modernity of the content, argumentativeness, systematicalness, consistency and persuasiveness. In case of given tasks the criteria for evaluation is the correctness of answers. Lorents P. Ssteemide maailm. Tartu likooli Kirjastus. Tartu 2006.
1. 3. 4. 5. 6.
NAME (in Estonian) SUBJECT CODE VOLUME OF STUDIES LEADING PROFESSOR GENERAL GOALS OF THE SUBJECT
LOOGIKA LOGIC INF601

2. NAME(in English)
PEETER LORENTS, Ph.D.

To give an overview of those terms and methods of logic that are needed to declare and analyse logical aspects (e.g. truthfulness, consistency etc) of statements and explanations appearing in documents or during negotiations To create an idea of transformation of statements and explanations in natural language into logical formulas and proofs. To create an idea of the essence and connection of truth (falsehood) and provability (unprovability). To create an idea of the essence of contradictoriness and consistency and methods of its recognition.
Knowledge:
Logics alphabets, terms, formulas, sequences and their classical and non-classical interpretations. Logics terms and formulas as a presentation of instructions and statements in the natural language Derivational steps and their consistency and incorrectness. Derivation and arguments as a presentation of argumentation in texts in natural language. Systems of derivation rules. Contradictions. Deductive and semantic consistency. Ability to transform texts in the natural language into logics terms, formulas and proofs. Ability to transform statements in the texts in natural language into logics formulas. Ability to recognise consistency or incorrectness of derivational steps. Ability to make conclusions and arguments. Ability to recognise incorrectness in argumentations.
Skills:
Attitudes: Student understands scientific approach; the importance of logics intellectual instrument and methods from the aspect of guarantee and control of reliability of statements and arguments.
8. ORGANIZATION OF THE
20 ac/h of lectures, 16 ac/h of seminars, 124
SUBJECT 9. INDEPENDENT WORK
hours of independent work Mining Interpretation of formulas Recognition of the consistency or incorrectness of derivation steps Recognition of contradiction and consistency Report on different logics and their fields of implementation Report on the history of logic The following aspects are evaluated: a) results of independent written work b) reports on articles and books In case of completing tasks the grade is formed on the basis of proportion between the number of given tasks and the number of correct answers (number of correct answers/number of given tasks) Evaluation takes place about a week after the agreed deadline of handing in assignments. The criteria for evaluation of written works or oral presentations are the modernity of the content, argumentativeness, systematicalness, consistency and persuasiveness. In case of given tasks the criteria for evaluation is the correctness of answers. Lorents P. Keel ja loogika. EBS Print. Tallinn 2000. Lorents P. Hulgad, valemid, algoritmid. EBS Print. Tallinn 2002. Tamme t., Tammet T., Prank R. Loogika. Mtlemisest testamiseni. Tartu likooli Kirjastus. Tartu 2002
10. EVALUATION FORMS
11. EVALUATION TIME 12. EVALUATION CRITERIA
13. OBLIGATORY AND OPTIONAL STUDY MATERIALS
1. 2. 3. 4. 5. 6.
SOTSIAALPSHHOLOOGIA SOCIAL PSYCHOLOGY SOC650

3 ECTS, 18 contact hours, 62 independent work hours
JAAN ENNULO, Ph.D.

To acquire competencies in the most important theories and regularities of social psychology, and their implementation. To guarantee that student understands relationship and processes between people in organisations. To give essential knowledge to manage social psychological processes in an organisation. At the end of the course students must know the most important theories, be familiar with their differences, be able to implement them to understand and solve certain problems while managing people. Students must be able to draw up hypotheses, plan experiments and use social psychological methods in their research. At the end of the course student knows what can be explained with the help of social psychological research and is able to explain the tasks to the person conducting the research. Students communication and management skills must be improved. Study work is held in form of lectures, seminars and independent work. Every student must find one social psychological conflict situation from his or others life, explain the situation with the help of theories and propose a solution. The work must be presented and discussed in groups. Exam, homework and participation are evaluated according to EBS evaluation system.
7.
LEARNING OUTCOMES OF THE SUBJECT
1. 2. 3. 4. 5.
NAME (in Estonian) NAME(in English) SUBJECT CODE VOLUME OF STUDIES LEADING PROFESSOR
RAHVUSVAHELINE TURUNDUS INTERNATIONAL MARKETING BUS638

KATRI KEREM, Ph.D.

To give various information about international marketing theories and concepts. To give an idea of international marketing system and key factors. To create connections between theoretical interpretations and practical problem solving using the analysis of research cases. To guarantee that students are sufficiently prepared for conducting international marketing research independently.
6. GENERAL GOALS OF THE SUBJECT
Student gets information in the following areas: International marketing theories Environmental factors of international marketing Essence and development of distribution systems Social and cultural factors and business traditions Product and service management on international markets International markets penetration strategies International pricing Skills: Student is able to create, manage and analyse international marketing strategies Student analyses research cases Student is able to implement international marketing theories to solve practical problems and answer theoretical questions. Attitudes: Understanding of different influence factors of international marketing Understanding of the specifics of globalisation and localisation
20 ac/h of auditory lectures, 16 ac/h of seminars, 124 hours of independent work. Studying scientific literature and analysing articles Group discussions Analysis of case studies Creating marketing strategies
The following factors are evaluated: a) studying scientific literature and presenting the results at seminars b) results of group works b) participation in seminars c) general knowledge at the end of the course 60% of evaluation takes place during the course on the basis of independent works and participation in seminars. 40% of the grade gives the exam at the end of the course Argumentativeness, structure and content quality of work are the basis for evaluation of analysis of scientific literature and group works. Structure and persuasiveness of the presentation are taken into account to evaluate oral presentations. Study literature: Onkvisit, Sak; John Shaw 2008 International Marketing. Strategy and Theory. Routledge Lee, Kiefer and Steve Carter 2009 Global Marketing Management. Oxford University Press Scientific periodicals: Journal of International Marketing International Marketing Review International Business Review Journal of Business Ethics Journal of Business Research European Journal of Marketing International Journal of Advertising Journal of Advertising Journal of Advertising Research Journal of International Business Studies
1.
NAME (in Estonian)
ORGANISATSIOONILISTE MUUDATUSTE JUHTIMISTEOORIAD THEORIES OF MANAGEMENT OF ORGANISATIONAL CHANGES MAN678

RUTH ALAS, Ph.D.

To give profound knowledge in management of organisational changes combining the present theoretical concepts with the analysis of future trends. To create a general understanding of the main trends of the theories of management of organisational changes. To create a vision of the different interpretations of object and principles of the theories of management of organisational changes in the following fields: types of organisational changes, the process of organisational change enablement, the readiness of the organisation for changes, contact between organisation and environment. To guarantee sufficient preparation for further development of theoretical principles in such a way that students achieve a whole understanding of basic concepts and contradictions of theories of management of organisational changes. Emphasising managerial aspect, to give essential theoretical knowledge to cover the field widely, i.e. a person in the organisation and his/her behaviour and activity before, during and after change enablement. Student acquires knowledge about theories of the essence of changes, process theories, readiness theories and environment theories. Student understands the implementation of theories of management of organisational changes in transition economy organisations. Student is able to set up research goals, draw up hypotheses and choose methods to conduct a research on organisational changes. Student knows what kind of research goals and hypotheses it is possible to set according to different theoretical principles and what kind of methodological prerequisites are important in developing the research within the analysed theories.
20 ac/h of lectures, 16 ac/h of seminars, 124 hours of independent work.
9. INDEPENDENT WORK
Compilation of the bibliography on and reports on bibliography Compilation of hypotheses and research programmes according to different theories Writing reports based on independent and group discussions of sources Analysis of real situations and practical cases in small groups using world theories. Writing of reports.
Both discussions take place later with the Professors at the seminar. Writing reports: the main points of the articles are stated, comparative tables and conceptual schemes are compiled in the reports progress and group processes are analysed in the report The results of the independent written works and participation in seminars are evaluated. Alas, R. (2008). `The impact of Work-related Values on the Readiness to Change in Estonian Organizations`. Journal of Business Ethics, accepted. Alas, R. (2008). `Implementation of organizational changes in Estonian companies`. Journal of Business Economics and Management, 9(4), 289-297. Alas, R. and Rees, C. J. (2006). Work-related Attitudes, Values and Radical Change in Post-Socialist Contexts: A Comparative Study, Journal of Business Ethics, 68(2), 181-189. Alas, R., Ennulo, J. and Trnpuu, L. (2006). Managerial values in the institutional context, Journal of Business Ethics, 65(3): 269-278. Alas, R. and Vadi, M., (2008). `Lessons for strategic communication from transitional changes in the Estonian organizations`, International Journal of Strategic Communication, 2(4): 201 215. Alas, R. (2008). Employee's Willingness to participate in Implementation of organizational Change, Management of Organizations: Systematic Research, 46, 7-16. Alas, R. (2007). `The Triangular Model for Dealing with Organizational Change`. Journal of Change Management. Vol. 7, No. 3 & 4, 255 - 271. Alas, R. and Sharifi, S. 2002. Organizational Learning and Resistance to Change in Estonian Companies. Human Resource Development International, 5(3), pp. 313-331. Argyris, C. (1990) Overcoming Organizational Defences: Facilitating Organizational Learning. Boston: Allyn &
10 EVALUATION FORMS . 11 OBLIGATORY AND OPTIONAL . STUDY MATERIALS
Bacon. Armenakis, A. A. 1988.A Review of Research on the Change Typology. in: Woodman, R. W., Pasmore, W. A. (Eds.) Research in Organizational Change and Development, Vol. 2: 163-194. Armenakis, A. A., & Bedeian, A., G. (1999) Organizational Change: A Review of Theory and Research in the 1990s. Journal of Management, 25, pp. 293-315. Beer, M., Eisenstat, R., & Spector, B. (1990) Why Change Programs Dont Produce Change. Harvard Business Review, November-December, pp.158-166. Bennis, W.G. (1966) Changing Organizations. Essays on the Development and Evolution of Human Organization. McGraw-Hill. Bian, M. L. 2005. The Making of the State Enterprise System in Modern China: The Dynamics of Institutional Change. Cambridge: Harvard University Press. Chiabury, D.S. 2006. Managing Organizational Change in Transition Economies. Journal of Organizational Change Management 19 (6): 738-746. Kotter, J. 1995. Leading change: Why transformation efforts fail, Harvard Business Review 73(2): 59-67. Liuhto, K. 1999. The Organisational and Managerial Transformation in Turbulent Business Environments Managers views on the transition of their enterprise in some of the European former Soviet Respublics in the 1990s, Publications of the Turku School of Economics and Business Administration. Series A-9. Marshak, R. 1993. Lewin meets Confucius: a review of the OD model of change, Journal of Applied Behavioral Science 29(4): 393-415. Struckman, C. H., and Yammarino, F. J. 2003. Organizational change: A categorization scheme and response model with readiness factors. In Woodman, R. W., & Pasmore, W. A. (Eds.) Research in Organizational Change and Development, 14, 1-50. Greenwich, JAI Press. Uhlenbruck, K., Meyer, K.E. & Hitt, M.A. 2003. Organizational transformation in transition economies: Resource-based and organizational learning perspectives, Journal of Management Studies 40(2): 257-82. Van de Ven, A. & Poole, M. 1995. Explaining development and change in organizations, Academy of Management Review 20(3): 510-40. Weick, K. & Quinn, R. 1999. Organizational change and development, Annual Review of Psychology 50(1):
361-86.
1.
NAME (in Estonian)
EETIKA JA VASTUTUSTUNDLIKKUS JUHTIMISES ETHICS AND RESPONSIBILITY IN MANAGEMENT SOC676

MARI KOOSKORA, Ph.D.

To give profound knowledge in ethics and responsibility in management combining the present theoretical concepts with the analysis of future trends. To create a general understanding of the main trends of the theories of business ethics, corporate responsibility and ethical leadership. To create a vision of the different interpretations of object and principles of the theories in the following fields: ethics and responsibility in management, in business, in organization, in leadership, relationships of organizations and the environment, stakeholder approach. To guarantee sufficient preparation for further development of theoretical principles in such a way that students achieve a whole understanding of basic concepts and contradictions of theories of ethics and responsibility in management. Emphasising managerial aspect, to give essential theoretical knowledge to cover the field widely, i.e. a person in the organisation and his/her behaviour and activity before, during and after change enablement. Student acquires knowledge about theories of the ethics and responsibility in management, the need and essence ethical and responsible business activities. Student understands the implementation of theories of ethics and responsibility in transition economy organisations. Student is able to set up research goals, draw up research questions and / or hypothesis, and choose methods to conduct a research on ethics and responsibility in management. Student knows what kind of research goals and research questions and / or hypotheses it is possible to set according to different theoretical principles and what kind of methodological prerequisites are important in developing the research within the analyzed theories.
20 ac/h of lectures, 16 ac/h of seminars, 124 hours of independent work.
9. INDEPENDENT WORK
Compilation of the bibliography on and reports on bibliography Compilation of hypotheses and research programmes according to different theories Writing reports based on independent and group discussions of sources Analysis of real situations and practical cases in small groups using world theories. Writing of reports.
Both discussions take place later with the Professors at the seminar. Writing reports: the main points of the articles are stated, comparative tables and conceptual schemes are compiled in the reports progress and group processes are analysed in the report The results of the independent written works and participation in seminars are evaluated. The writing should be organized -- the main point of the argument is evident, and there is a logic in going from A to B Arguments are justified using readings and class material. The purpose is to convince the audience as to the correctness of ones position. The audience will be skeptical, and the burden is on the student to show proof The readings are synthesized and/or there are discussions to create his/her own ideas Implications are offered of the analysis. Purpose is to go beyond the obvious; the solutions must be critically sound. Kooskora, M. 2008. Understanding Corporate Moral Development in the Context of Rapid and Radical Changes. The Case of Estonia. Doctoral dissertation. Jyvskyl: Jyvskyl University. ISBN: 978-951-39-32213 ISSN: 1457-1986, 65 Kooskora, M. 2008. Corporate governance from the stakeholder perspective, in the context of Estonian business organizations, Baltic Management Journal, 2 (3), pp. 193217. Kooskora, M. 2005. (ed) Proceedings of the EBEN Research Conference June 16-18, 2005, EBS, Tallinn, Estonia, (peer-reviewed) 70p. Issues of EBS Review Carroll, A.B. 1995. Stakeholder Thinking in Three Models of Management Morality: A Perspective with Strategic
10. EVALUATION FORMS 11. EVALUATION CRITERIA (assume that the subject is whole, take into account the subject volume, think about evaluation methods, besides internal expectancies describe also the formal ones)
12. OBLIGATORY AND OPTIONAL STUDY MATERIALS
Implications. In: Nsi, J. (Ed.) Understanding Stakeholder Thinking. Helsinki: LSR Publications. Carroll, A.B. 1991. The pyramid of corporate social responsibility:toward the moral management of organizational stakeholders. Business Horizons 34 (4), 3948. Cavanagh, G. F., Moberg, D. J. & Velasquez, M. 1981. The Ethics of rganizational Politics. Academy of Management Review 6, 363374. Donaldson, T. 1994. The Social Contract: Norms for a corporate conscience. In: Hoffman, M.W. & Frederick, R.E. (Eds.) Business Ethics: Readings and Cases in Corporate Morality. 3ed, New York: McGraw-Hill. Donaldson, T. 1992. The language of international corporate ethics. Business Ethics Quarterly 2 (3), 271-281. Donaldson, T.W. & Preston, L.E. 1995. The Stakeholder Theory of the Corporation: Concepts, Evidence, and Implications. Academy of Management Review 20, 65-91. Freeman, R.E. 1995. Stakeholder Thinking: The State of the Art. In: Nsi, J. (Ed.) Understanding Stakeholder Thinking. Helsinki: LSR-Julkaisut, 35-46. Freeman, E.R. & Liedka, J. 1991. Corporate Social Responsibility: A Critical Approach. Business Horizons, July-August, 92-96. Freeman, E.R., Wicks, A.C. & Parmar, B. 2004. Stakeholder Theory and the Corporate Objective Revisited. Organization Science 15 (3), 364369. Jones, T.M. 1995. Instrumental Stakeholder Theory: A Synthesis of Ethics and Economics. Academy of Management Review 20, 404-437. Kujala, Johanna, Merikari, Paula & Enroth, Jenni 2007. Putting Corporate Responsibility in Practice: Examining the Gap between Strategic Plans and Operational Actions. In Wempe, Ben & Logsdon Jeanne M. (eds.) Proceedings of the Eighteenth Annual Meeting of the International Association for Business and Society, 192196. Logsdon, J.M. & Yuthas, K. 1997. Corporate social performance, stakeholder orientation, and organizational moral development. Journal of Business Ethics 16 (12/13), 1213-1226. Nsi, J. 1995. What is Stakeholder Thinking? A snapshot of a social theory of the firm. In: Nsi, J. (Ed.) Understanding Stakeholder Thinking. Jyvskyl:
Gummerus Kirjapaino. O'Malley, C. 2003. Why entrepreneurs and innovators, not established businesses, will lead the way to a sustainable society. European Business Forum http://www.ebfonline.com/at_forum/at_forum.asp? id=449&linked=448 (02.04.06) Paine, L.S. 2002. Value Shift: Why Companies Must Merge Social and Financial Imperatives to Achieve Superior Performance. McGraw-Hill Companies. Velasquez, M. 2002. Business Ethics. Concepts and Cases. 5ed, Pearson Education International. Additionally the students are required to become familiar with other sources, especially those located electronically: to critically review articles in ProQuest and EBSCO databases and be able to use ideas discussed in these articles in their own research projects. Journals and Periodicals: Journal of Psychology, Academy of Management Journal, Administrative Science Quarterly, Journal of Management, Management Review and Society for the Advancement of Management (SAM) journal; Journal of Business Ethics.
1.
NAME (in Estonian)
KBERNEETIKA ALUSED JA EMERGENTSED SSTEEMID FUNDAMENTALS OF CYBERNETICS AND EMERGENT SYSTEMS PUB622
OLAV AARNA, D.Sc.

To develop general understanding of the philosophical and methodological role of cybernetic theories and their applicability in management and management research. To develop generalized approach to management problems based on first and second order cybernetic models. Introduce emergent systems models as a tool for modelling organizations behaviour. Student knows: concepts and models of the first order cybernetics and second order cybernetics concepts and models of the second order cybernetics and second order cybernetics concepts and models of emergent systems different interpretations and applications of the state and measurement concepts Student understands interrelations between basic concepts and models of first order and second order cybernetics and is able to apply them to his/her objects of research. Lectures 12 hours and seminars 6 hours. Independent work 64 hours for preparing a paper. The student prepares a course paper analysing his/her research object from the cybernetical and emergent systems modelling point of view Participation in lectures (10%) and seminars (20%). The course ends with public defence of the course paper (70%). Evaluation takes place during the course and at its end. Knowledge of the theoretical concepts and models. Ability to combine theoretical knowledge with practical opportunities and needs. Ability to synthesize the acquired knowledge with the problems of the Thesis. Principia Cybernetica Web. http://pespmc1.vub.ac.be/ Wheatley, M.J. (2002). Juhtimine ja loodusteadus. Korra otsingul kaootilises maailmas, Fontese Kirjastus Lorents, P. (2006). Ssteemides maailm, T Kirjastus
Savimaa, R. (2005). Modelling Emergent Behaviour of Organisations. Time-aware, UML and agent based approach, TUT Press, Tallinn
1. 2. 3. 4. 5.
NAME (in Estonian) NAME(in English) SUBJECT CODE VOLUME OF STUDIES LEADING PROFESSOR
DOKTORISEMINAR DOCTORAL SEMINAR DMS609

9 ECTS contact hours 48, independent work 192 hours
RUTH ALAS, Ph.D. TIIT ELENURM, Ph.D. ARNO ALMANN, Ph.D. ALARI PURJU, Ph.D. PEETER LORENTS, Ph.D.
To give practical experience in presenting the results of an academic research and disputing with the opponent To give practical experience in acting as an opponent of a research programme and reviewing an article To give practical experience in introducing and explaining his/her own area of research To compare and evaluate different research problems definitions Knowledge: Student is able to define the research goal, formulate the research problem, set up a hypothesis and research questions and choose a method to conduct organisation and management research. Student knows what kind of research goals, hypotheses and questions he can define according to different methodological principles and what kind of methodological factors are important to develop the research within the analysed theories. Skills: Student is able to present the results of the scientific research. Student is able to critically analyse scientific articles Student is able to define the research problem Student is able to evaluate the ability of other doctoral students to formulate the problems of a scientific research, choose methods, analyse the results and propose new solutions. Student is able to present his/her research direction either briefly or at a great length Attitudes: Student develops his/her communication skills, ability to work in a group and to constructively criticise.
6. GENERAL GOALS OF THE SUBJECT
Understands the importance of constructive criticism in developing a scientific idea.
8 ac/h of auditory work in the form of a seminar per semester. 32 ac/h of independent work per semester. Doctoral students present a scientific article or a part of a Doctoral Thesis as the result of the independent work. An opponent to the article or the part of the Doctoral thesis is chosen among other Doctoral students. The opponent asks questions and presents critical remarks and suggestions to the speaker after the presentation. Other doctoral students who previously reviewed the material can ask questions after the dispute. The following aspects are evaluated: Presentation Opponent
11 EVALUATION CRITERIA .
Ivolvement of the doctoral students in the seminars The basis for evaluating independent work is the content of the part of the article or the Doctoral Thesis: modernity and argumentativeness, structure of the written paper and consistence and persuasiveness of oral presentation. Ability to work in a group and individual presentation are the basis for evaluating participation. The drafts of the doctoral students articles are analysed

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Sheetal.v@jaro.in info@onspotjobs.com ubiprojects@gmail.

com Doctoral Curriculum 2009

Qualification: Doctor of Philosophy (Management)

Peeter Mrsepp, Ph.D.

7. LEARNING OUTCOMES OF THE SUBJECT

8. ORGANIZATION OF THE SUBJECT 9. INDEPENDENT WORK

10 EVALUATION FORMS . 11 OBLIGATORY AND OPTIONAL . STUDY MATERIALS

NAME (in Estonian)

ROBERT PEFFERLY, Ph.D. MARI KOOSKORA, Ph.D.

7. LEARNING OUTCOMES OF THE SUBJECT

8. ORGANIZATION OF THE SUBJECT

11 EVALUATION TIME . 12 EVALUATION CRITERIA .

13 OBLIGATORY AND OPTIONAL . STUDY MATERIALS

NAME (in Estonian)

JUHTIMIS- JA ORGANISATSIOONITEOORIAD MANAGEMENT AND ORGANISATION THEORIES MAN676

RUTH ALAS, Ph.D. TIIT ELENURM, Ph.D.

7. LEARNING OUTCOMES OF THE SUBJECT

8. ORGANIZATION OF THE SUBJECT 9. INDEPENDENT WORK

11 EVALUATION TIME . 12 EVALUATION CRITERIA .

13 OBLIGATORY AND OPTIONAL . STUDY MATERIALS

MIKROKONOOMIKA MICROECONOMICS ECO601

ALARI PURJU, Ph.D.

7. LEARNING OUTCOMES OF THE SUBJECT

13 OBLIGATORY AND OPTIONAL . STUDY MATERIALS

NAME (in Estonian)

ARNO ALMANN, Ph.D.

7. LEARNING OUTCOMES OF THE SUBJECT

8. ORGANIZATION OF THE SUBJECT

9. INDEPENDENT WORK 10 EVALUATION FORMS . 11 EVALUATION TIME . 12 EVALUATION CRITERIA .

13 OBLIGATORY AND OPTIONAL . STUDY MATERIALS

STRATEEGILINE JUHTIMINE STRATEGIC MANAGEMENT MAN625

TIIT ELENURM, Ph.D.

7. LEARNING OUTCOMES OF THE SUBJECT

8. ORGANIZATION OF THE SUBJECT 9. INDEPENDENT WORK

11 EVALUATION TIME . 12 EVALUATION CRITERIA .

13 OBLIGATORY AND OPTIONAL . STUDY MATERIALS

NAME (in Estonian)

EERO LOONE, D.Sc.

7. LEARNING OUTCOMES OF THE SUBJECT

13 OBLIGATORY AND OPTIONAL . STUDY MATERIALS

NAME (in Estonian)

TEADMUSJUHTIMINE JA INTELLEKTUAALNE KAPITAL KNOWLEDGE MANAGEMENT AND INTELLECTUAL CAPITAL MAN665

TIIT ELENURM, Ph.D.

7. LEARNING OUTCOMES OF THE SUBJECT

8. ORGANIZATION OF THE SUBJECT 9. INDEPENDENT WORK

11 EVALUATION TIME . 12 EVALUATION CRITERIA .

13 OBLIGATORY AND OPTIONAL . STUDY MATERIALS

SSTEEMITEOORIA SYSTEMS SCIENCE INF602

PEETER LORENTS, Ph.D.

7. LEARNING OUTCOMES OF THE SUBJECT

8. ORGANIZATION OF THE SUBJECT 9. INDEPENDENT WORK

11 EVALUATION TIME . 12 EVALUATION CRITERIA .

15 OBLIGATORY AND OPTIONAL . STUDY MATERIALS

LOOGIKA LOGIC INF601

PEETER LORENTS, Ph.D.

7. LEARNING OUTCOMES OF THE SUBJECT

20 ac/h of lectures, 16 ac/h of seminars, 124

SUBJECT 9. INDEPENDENT WORK

10. EVALUATION FORMS

11. EVALUATION TIME 12. EVALUATION CRITERIA

13. OBLIGATORY AND OPTIONAL STUDY MATERIALS

SOTSIAALPSHHOLOOGIA SOCIAL PSYCHOLOGY SOC650

JAAN ENNULO, Ph.D.