Students will develop and apply leadership, management, and organizational theory to help organizations better fulfill their mission and vision through the work of staff, board, and volunteers. Activities include students developing personality profiles and leadership style preferences, as well as applying principles of social and psychological dynamics, to create and support an effective workplace. Students will write comprehensive case studies that require the integration of the leadership theories and practices studied, including detailed recommendations on how to address the organizational issues at hand.

• Leadership (9th edition) Peter Northouse (Sage Press, 2021)
• Understanding and Changing Your Management Style (2nd edition) Robert C. Benfari (Jossey-Bass, 2013)

AA6070 has 4 Learning Outcomes that build upon the Learning Outcomes of the Arts Administration Program, the Department of Theatre, Dance, and Arts Administration, and the College of Performing & Visual Arts, as well as the Mission and Vision of Southern Utah University. Upon successful completion of this course, students will have gained the ability to:

• Understand the foundational leadership/management theories and practices needed to be an effective leader/manager.
• Analyze the impact good and bad leadership and management practices have on organizational mission fulfillment.
• Articulate both their management style and personality profile, and how each affects their leadership behaviors.
• Effectively coordinate and manage personnel in an arts administration context.

Grading for this course is broken down into three areas: Readings, Case Studies, and the Leadership Profile.

1. Readings (30%): Each week, students will complete assigned readings and participate in a related discussion forum. In those forums, students will choose one prompt from the instructor to create their initial post (1 point), then respond to at least two classmates' posts (1 point each). Contributions should promote Critical Thinking, or the objective analysis and evaluation of an issue in order to form a judgment. Meaningful participation is essential: Students should engage deeply, advance discussions, and share relevant experiences, while focusing on original insights (rather than simply reiterating course material or agreeing/disagreeing with others) and aiming for organic, collaborative, and insightful discussions that explore diverse perspectives and encourage new ideas.
2. Case Studies (30%): At the end of weeks 2-6, students will demonstrate knowledge gained by applying theory to a work situation. Students will choose one of the case study options, found at the end of each chapter in the Northouse textbook, and respond to all of the listed questions for that particular case study. More detailed instruction, including formatting and length requirements, are found in the corresponding assignment sheet in those modules.
3. Leadership Profile (40%): As the semester progresses, students will acquire new insights about their personal leadership and management style. At the end of the semester, students will write a detailed analysis of that style, with the course readings, case studies, textbook questionnaires/surveys/instruments, and class discussions as reference. This summary assignment gives students the opportunity to reflect on the journey and to ponder what actions might be pursued in the future. More detailed instruction, including formatting and length requirements, are found in the corresponding assignment sheet in Module 7.

Each module in this course will normally consist of two types of assessments weekly: (1) a discussion on the assigned Readings and (2) a written Case Study response. The Leadership Profile, worked on individually throughout the semester, will be due in the final week.

Course Assessment Table

Weekly Schedule

Class is conducted weekly in Canvas discussion forums focused on assigned Readings. These are available to view at any time, but do not post in the discussion forum until the first day of the corresponding week (which usually falls on a Monday, unless otherwise noted). Doing so will result in a loss of points. All discussions will close at 11:59 pm on the fourth day of the week (usually the Thursday, unless otherwise noted). Students should use the 'break' Fridays through Sundays to do any written assignments (due Sundays at 11:59 pm), and to do the readings for the coming week. Please be aware that all times listed in this course are Mountain Standard.

Late Work

All assignments and readings are expected to be completed by the due date/time listed on Canvas (again, please note that all times are Mountain Standard). Students earn credit by completing the assignments in the same time frame given every other student in the class.

• Discussions: Since they are based on conversing with your fellow students, all graded class discussions close immediately after the due date/time listed, with no late posts accepted.
• Assignments: For written assignments turned in to the instructor, ten percent (10%) will be deducted for each 24-hour period past the deadline. This means that no assignment will be eligible for points if it is more than ten (10) days beyond the due date.

In the event of circumstances preventing a student from completing a discussion or assignment on time, the student should let the instructor know and request a deadline extension. Such extensions are up to the discretion of the instructor.

Instructor Feedback

Keeping a 9-5, M-F schedule, the instructor commits to grading and giving feedback on assignments within five business days of the due date, and responding to emails within two business days.

General Q&A

There is an open, ungraded discussion forum students can utilize to ask general questions related to the course. Students can navigate to that forum via the home page, or can follow this direct link: General Q&A Discussion Forum. Please note: These questions are visible to everyone, so if a question deals with grades or other personal matters, please email the instructor directly. Question about the Arts Administration Program in general can be asked in the Arts Administration Student Hub. If you do not have access to the Hub yet, please contact your Advisor.

Classroom Climate

Students are expected to model good Expedition Behavior (as defined by the National Outdoor Leadership School) in all course activities in any class in the Arts Administration Program. Expedition Behavior "encompasses actions that serve the health and function of a group or community when working together toward common goals." Principles of Expedition Behavior include:

• Mission: Serve the mission (Course Description) and goals (Course Outcomes) of the group.
• Concern: Be as concerned for others as you are for yourself.
• Dignity & Respect: Treat everyone as you would be treated.
• Support: Support leadership and growth in everyone.
• Kindness: Be kind and open-hearted.
• Organization: Do your share and stay organized.
• Help: Help others but don’t routinely do their work.
• Integrity: Model integrity by being honest and accountable.
• Concise: Say yes and deliver, or say no clearly if you cannot or will not do something.
• Constructive Resolution: Resolve conflict in a productive manner.

This class is intended to test higher-level cognitive abilities. You are expected to be active in your learning and think, question, problem-solve, and debate information presented in class. The instructor will do their best to create an environment in which expressions of uncertainty, conjecture, and alternative or competing views can be freely shared. The same is expected of students. Remember, there is a big difference between debating and attacking. The latter will not be tolerated and the instructor reserves the right to excuse from discussions any student who compromises this preferred class climate. As we navigate unscripted challenges, please be flexible and extend grace and kindness to the instructor, to classmates, and to yourself. We are in this together and we are all doing our best.

As this course is an asynchronous online course, there are no specific meeting dates, times, or locations, and no traditional attendance policy. Students are simply expected to come to Canvas each week prepared and to actively contribute, getting grades for such. Beyond those points, participation in this class adds value to the entire group. Active and regular contribution furthers learning and enhances the experience of all within the course.

AA ARTIFICIAL INTELLIGENCE POLICY: AA Artificial Intelligence Policy: Use of AI (artificial intelligence) programs is allowed in Arts Administration courses within the parameters outlined below.

• AI may NOT be used in online discussion forums. These forums are conversations between you, your classmates, and the instructor. As such, we expect you to come to these discussion forums as your authentic self.
• AI may be used in other written assignments. Remember, AI cannot do all your writing for you. It can, however, be a tool for you to use if you can harness and proficiently utilize this technology ethically and responsibly. For example, using AI to help organize your thoughts, create outlines, or to help proofread your papers is a perfectly acceptable application.

• GRADING: The same minimum standards will be in place for each written assignment, no matter if you are using AI in your writing process or not. Assignments that fail to meet the minimum rubric requirements specified will be graded as such. Please note that many assignments in this program will ask for your personal analysis, opinion, experience, and may also ask you to incorporate in-class discussion elements. AI cannot do any of those things effectively. As a result, choosing to use AI may ultimately not be the most efficient use of your time, so you should always carefully consider whether or not you want to use it.
• ACCURACY: AI is prone to writing factually incorrect statements, inventing fake quotes from real sources, and inventing entirely fake sources. It is your responsibility to double-check that any AI-assisted work you submit is free from these errors, verifying information before submitting it. Work containing factual errors or fictitious quotes/sources will be graded accordingly.
• CITATIONS: If you use AI in your writing, it must be cited. As there is no penalty for using AI appropriately, so there is no benefit to lying about or trying to conceal your use of AI in this class. Concealing or lying about your use of AI is akin to plagiarism and will result in your assignment receiving a zero.