Degree | Type | Year |
---|---|---|
Social Education | OB | 2 |
Education Studies | OB | 2 |
You can view this information at the end of this document.
We should recommend review the contents developed in the following first year subjects:
This subject helps to understand how organizations in general and the educational ones in particular work, as well as the group dynamics that occur in them. It is, therefore, a fundamental subject for taking Practicum on the 3rd course. It has their continuation in the subject "Management of Social and Educational Institutions" of the Bachelor's Degree in Social Education and in the subjects "Organisational Development of Educational Institutions" and "Direction and Leadership in Educational Institutions" of the Bachelor's Degree in Education Studies.
The main aims are:
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Seminar | 60 | 2.4 | 1, 3, 4, 9 |
Theoretical lectures | 30 | 1.2 | 1, 8, 9 |
Type: Supervised | |||
Individual and Group Mentoring | 60 | 2.4 | |
Type: Autonomous | |||
Reading and Studing | 150 | 6 | 1, 8 |
We oriented the teaching-learning process towards active and meaningful methodology. The methodology of the subject consists in:
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Group case study and/or Project section ORGANIZATION | 25% | 0 | 0 | 2, 1, 8, 6, 7, 3, 4, 9, 10, 11 |
Techniques and learning exercises section GROUPS | 25% | 0 | 0 | 2, 1, 3, 4, 5, 9, 10, 11 |
Writing exam section GROUPS | 25% | 0 | 0 | 1, 8, 3, 4, 5 |
Writing exam section ORGANIZATION | 25% | 0 | 0 | 1, 8, 6, 5, 9, 10 |
The subject is implemented through face-to-face activities. The attendance to these activities is considered an essential requirement to pass the subject. A minimum attendance of 80% is compulsory for the seminar group sessions. Certificates or evidences presented in case of absence only pojnt out the absence and, in any case, excuse the lack of attendance. In case of non attendance higher than 20%, the student will be able to retake the assessment if he/she has proven 2/3 of the assessment exercises.
The assessment of the subject is continuous and will be carried out throughout the academic year. This subject does not consider the "single assessment" method. To pass the subject you must have passed each of the required evidences:
The content, structure, method of presentation and delivery, as well as presentation dates, will be explained at the beginning of each block.
To pass the course all piece of evidence must have a minimum grade of 5 points on a scale of 10. In the table included below, you can see the specific weight that has each evidence. The student who does not present one or more piece ofevidence will be qualified as "not assessed". In the event of a part of the subject not being passed after making up the assessments, the final grade that will appear on the academic record will be the one that has not been passed.
Lecturers will return the feedback related to case study and/or project, the techniques and exercises in continuous evaluation and the writing exams within 20 days. The group work willbe returned at the end of each block. The grades of each evidence will be made public in the Moodle Classroom. The student who wants to revise the grade will haveto do it during the period established by the lecturers.
Students who during the course have made a proper follow-up of the subject and still have some evidence not passed can be allowed to redo the activity. Lecturers will study each case according to their situation.
Students enrolled for a second time and so on can ask to make only a final synthesis test. Lecturers will announce the conditions on the first day of the subject (15/9/2025). This option must be communicated, agreed, and formalized with the lecturers during the first month of the course. The option of the synthesis test does not in any case mean exemption from carrying out all the evaluation evidence of the subject.
In all activities, students must respect the linguistic correction, the writing, and the formal aspects of the presentation. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or not pass if the lecturer considers that it does not meet these requirements. Before submitting evidence, students must verify that they respect these criteria and that the sources, notes, textual citations, and bibliographic references, follow the APA regulations, according to the documentation summarized in the following sources https://ddd.uab.cat/pub/guibib/113512/modelapa_a2021a.pdf and http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_03.html
Copying or plagiarizing material, both in the case of papers and written tests, will be punished; the subjectwill be automatically considered failed. A work, activity or written test will be considered "copied" when it reproduces in whole or in part thework of a colleague, and that it is "plagiarized" when a part of an author's text is presented as his own without citing the source. In case of detecting any of the two practices, the lecturers will study if it is convenient to request the opening of a disciplinary enquiry. You can find more information about plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html
For this subject, the use of Artificial Intelligence (AI) technologies is allowed exclusively in support tasks such as text correction (spelling, grammar, clarity, etc.), image or diagram generation, content synthesis or brainstorming. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the result of the activity. The lack of transparency in the use of AI in any assessable activity will be considered a lack of academic honesty and may lead to a total penalty in the grade of the activity. The teaching staff, in case of doubts, may require a tutorial to validate the authorship.
Likewise, this subject requires to show an attitude compatible with the educational profession: punctuality, proper use of electronic devices (mobile, computer, etc.), empathy, correctness in communication with others, and respect to the diversity and plurality of ideas, people and situations.
RELEVANT REFERENCES
Antons, K. (1990). Práctica de la Dinámica de grupos. Herder.
Fabra, M.Ll. (1999). Técnicas de grupo para la cooperación. Ceac.
Gairín. J. & Castro, D. (2021). El Contexto organizativo como espacio de intervención. Síntesis Editorial.
Laloux, F. (2016). Reinventar las organizaciones. Arpa Editores.
López Yañez, J. (2005). La ecología social de la organización. Una perspectiva educativa. La Muralla.
Malo, P. (2021). Los peligros de la moralidad. Centro de Libros PAPF.
Vendrell. E. (1999). Dinàmica de Grups i Psicologia dels Grups. Servei de Publicacions de la UB.
GENERAL REFERENCES
Anzieu, D. & Martin, J.Y. (1972). La dinámica de los grupos pequeños. Kapelusz.
Armengol, C. (2001). La cultura de la colaboración. Reto para una enseñanza de calidad. La Muralla.
Aronson, E. (2003). El animal social. Introducción a la psicología social. Alianza.
Bisquerra, R. (2013). Educación Emocional. Desclee de Brouwer.
Bourdieu, P. (1982). Lenguaje y poder simbólico. Akal.
Brugué, Q. (2022). Organizaciones que saben, organizaciones que aprenden. INAP.
Cano, J. & Cebollero, A. (Coords.). (2023). La escuela y su organización. Dykinson
Cantón, I. & Pino, M. (Coord.) (2017) Organización de centros educativos en la sociedad del conocimiento. Alianza Editorial.
Cartwright, D. & Zander, A. (1971). Dinámica de grupos. Trillas.
Costas, J., Pastor, R. & Puche, J.C. (2022). Mejora continua: construcción de organizaciones orientadas a resolver problemas: hoja de ruta para incrementar el nivel de madurez organizacional. McGraw-Hill.
Darder, P. et al. (2013). Aprendre i ensenyar amb benestar i empatia. La formació emocional del professorat. Octaedro.
Díaz-Noguera, M.D. & Barragán-Sánchez, R. (Coords.). (2021). Centros educativos. Transformación digital y organizaciones sostenibles. Dykinson.
Fabra, M.Ll. (2008). Jo, ni més, ni menys. Assertivitat per a força dones i alguns homes. Octaedro.
Fernández-García, T., & Ponce de León Romero, L. (Eds.) (2016). Planificación y actuación estratégica de proyectos sociales. Ediciones Pirámide.
Fiore, D. (2021). School-community relations. Routledge.
Gil, J. (2022). Organizaciones educativas: evolución de perspectivas hasta la sociedad postdigital. McGraw Hill.
Gil Rodríguez, F. & Alcover, C.M. (Coord.) (1999). Introducción a la Psicología de las Grupos. Alianza.
Gil Rodríguez, F. & Alcover, C.M. (Coord.) (2003). Introducción a la Psicología de las Organizaciones. Alianza.
González, M.P. (1997). Orientaciones teóricas fundamentales en Psicología de los Grupos. EUB.
Güell, M. & Muñoz, J. (1998). Desconeix-te tu mateix. Edicions 62.
Huici, C., Molero, F., & Gómez Jiménez, A. (2016). Psicología de los Grupos. UNED.
Ibáñez, T. (Coord.). Introducción a la Psicología Social. Servei de Publicacions de la UOC.
Jhonson, D.W. & Jhonson, R.T. (1999). Aprender juntos y solos. Aprendizage cooperativo, competitivo e indivudualista. AIQUE.
Lorenzo, M. (2011). Organización de centros educativos. La Muralla
Martín Sánchz, M. & Garrido Torres, M.A. (2003). El grupo desde la perspectiva psicosocial. Pirámide.
Mendieta, C. & Vela, O. (2005). Ni tu ni jo. Com arribar als acords. Graó.
Mintzberg, H. (2012). La estructuración de las organizaciones. Ariel.
Moreno, E. & Márquez, J.R. (Coords.). (2023). Comprender las organizaciones educativas. Pirámide.
Moscovici, S. (1985). Psicología Social. Paidós.
Muñoz, J. L. y Gairín, J. (2022). Diseño y desarrollo de las organizaciones educativas. Madrid: Editorial Dykinson.
Porret Gelabert, M. (2019). Gestión de personas. Manual para la gestión delcapital humano en las organizaciones. ESIC.
Quintana, J. & Cisternas, A. (2014). Relaciones Poderosas, vivir y convivir, ver y ser vistos. Kairós.
Robbins, R.P. & Judge, T.A. (2017). Comportamiento Organizacional. Pearson.
Roca, E. (2004). Cómo mejorar tus habilidades sociales. ACDE.
Rosenberg, M. (2016). Comunicación NoViolenta, un lenguaje de vida. Acanto.
Senge, P.M. (1992). La quinta disciplina. Barcelona: Granica.
Shaw. N.E. (1980). Dinámica de grupo. Barcelona: Herder.
Silberman, M & Hansburg, F. (2001). Inteligencia interpersonal. Paidós.
Tejada, J. (1997). Grupo y Educación: Técnicas de Trabajo y Análisis. LU.
Tomàs, M. (2011): El conflicto y la comunicación organizacional en los centros de formación. Editorial Academia Española.
In the event of online work sessions, the Teams platform will be used. In the event of recording work sessions with a video camera to proceed with a formative analysis of the content, there will be the support of the SAE of the Faculty of Education.
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(SEM) Seminars | 111 | Catalan | annual | morning-mixed |
(SEM) Seminars | 112 | Catalan | annual | morning-mixed |
(SEM) Seminars | 211 | Catalan | annual | morning-mixed |
(SEM) Seminars | 212 | Catalan | annual | morning-mixed |
(TE) Theory | 1 | Catalan | annual | morning-mixed |
(TE) Theory | 2 | Catalan | annual | morning-mixed |