Subject: Organizational Behavior

Scientific Area:



56 Hours

Number of ECTS:

7,5 ECTS



Overall objectives:

1 The student should develop a generic perspective on the way organizations work - as social spaces with objectives and controlled performances - based on a systemic approach to socio-organizational phenomena;

2 The student should be able to identify, understand and follow the different processes that coexist within organizations, namely, individual processes, group (or social) processes and also processes designated as being of organizational as well of management nature;

3 The student should be able to contribute - through his / her practical skills - for the greater efficiency of the collaborators of the organization, based on the knowledge and the competences that are acquiring about the diverse processes that coexist in the organizational contexts;



Cunha, M. P., R.ego, A., Cunha, R. C., Cardoso, C. C., & Neves, P. (2014). Manual de comportamento organizacional e gestão. Lisbon, Portugal: Editora RH.

Huczynski, A. A., & Buchanan, D. A. (2013). Organizational behaviour. Harlow: Pearson Education Limited.

Knights, D., (editor) & Willmott, H. (editor) (2017). Introducing organizational behaviour and management. United Kingdom: Cengage Learning.

Jackson, N., & Carter, P. (2007). Rethinking organizational behaviour - a poststructuralist framework. England: Pearson Education Limited.

Martin, J., & Fellenz, M. (2017). Organizational behaviour & management. United Kingdom: Cengage Learning.

Assesssment methods and criteria:

Classification Type: Quantitative (0-20)

Evaluation Methodology: The curricular unit is composed of a set of theoretical classes (AT) and theoretical-practical classes (ATP). In the first (AT), the theoretical platform of the curricular unit is exposed and discussed by the teacher (with the active participation of the students), while in the second (ATP) cases / situations are discussed and exercises related to the behavioural processes are solved (individual, group and management). The theoretical-practical component aims to provide students with an environment of reflection and contact with concrete behavioural processes. At the moment of evaluation students are confronted with questions arising from the contents of the CU, through which they will have to denote their abilities of analysis, synthesis, interpretation, critical thinking, problem solving and decision making. Evaluation: 2 Frequencies (50% each). Re-sit Exam: 1 Recoverable exam only 50% of the taught contents, except the working students who can recover 100% of taught contents;