•Definitions of health, well-being and sustainability

•Organizational and social factors affecting health

•How leadership affects health and sustainability

•Systematic work environment management

•Methods and approaches for developing employee health and sustainable work

•Literature search, review and source criticism

The students shall after their studies be able to:

•analyze and reflect on the most important social and organizational factors related to employee health

•analyze and reflect on employee health and sustainable work from a systems perspective

•analyze and reflect on how leadership affects health and sustainable work

•analyze and reflect on how work organizations can implement systematic work environment work that promotes health and prevents ill health

•propose relevant and scientifically-based leadership measures to develop employee health and sustainable work.

 Detailed schedule is found on Canvas.

Lectures/seminars at campus will be hold at Hälsovägen 11, Flemingsberg. Please observe that there are mandatory occasions marked in the schedule that are only held at campus without any opportunity to online participation. Please see detailed schedule at canvas.

Participation in the mandatory lecture on literature searchers as well as well as Seminar 1 and 2 (including  handing in the pre-assigment) are required for taking the course. I.e. students may not join/continue the course if they missed these occasions.

Mandatory course literature

Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and work engagement: The JD–R approach. Annu. Rev. Organ. Psychol. Organ. Behav., 1(1), 389-411.

Dellve, L. & Eriksson, A. (2016) Work material supporting development of sustainable and health-promoting leadership in everyday work and during change.

Dellve, L., & Eriksson, A. (2017). Health-promoting managerial work: A theoretical framework for a leadership program that supports knowledge and capability to craft sustainable work practices in daily practice and during organizational change. Societies, 7(2), 12.

Holmberg, I., & Tyrstrup, M. (2010). Well then-What now? An everyday approach to managerial leadership. Leadership, 6(4), 353-372

Kira, M., & Forslin, J. (2008). Seeking regenerative work in the post-bureaucratic transition. Journal of organizational change management, 21(1), 76-91.

Nielsen, K., & Noblet, A. (Eds.). (2018). Organizational Interventions for Health and Well-being: A Handbook for Evidence-based Practice. Routledge.

Swedish Work Environment Authority’s guide to improvement work: https://www.av.se/globalassets/filer/publikationer/broschyrer/english/guide-to-improving-the-work-environment-adi683eng.pdf

Additional literature that the student chooses depending on the focus of the individual assignments.

Students at KTH with a permanent disability can get support during studies from Funka:

Funka - compensatory support for students with disabilities

A, B, C, D, E, FX, F

• RED1 - Assignments, seminars, 3.5 credits, Grading scale: P, F
• RED2 - Action plan report, 4.0 credits, Grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Assignments, seminars ( RED1 ) 

Requirements for passing RED1 include active participation in seminar 1-5 including approved assignments handed in connection to the seminars.

Action plan report ( RED2 )

Requirements for passing RED2 include approved final report and active participation in seminar 6

The grading is done using the following scale: A, B, C, D, E, F, and is based on the examinations in the course and on the manifested progression of fulfilling the intended learning outcomes in the course goals. For getting a final grade both RED1 and RED2 need to be passed.  Active participation and presentation of assignments at mandatory seminars is required for passing the course. The results of the assignments, written assignments and oral accomplishments at the seminars are weighted together in the final grade (A-F). Learning outcomes 1, 2, 3 and 4 are examined in RED1. Learning outcomes 1, 4 and 5 are examined in RED2.

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.