Organizational Justice/Behavior Ethics, Corporate Social Responsibility, and Humanitarian Work Psychology

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Course Description: This course brings together both classic and emerging topics within I-O psychology, including organizational justice, behavioral ethics, corporate social responsibility (CSR), and humanitarian work psychology (HWP). Whereas some of these topics have been discussed and studied in the literature for quite some time, others are emerging as “mainstream” topics within I-O psychology, or have been more within the purview of other organizational disciplines (e.g., strategic management).

Note: This syllabus is from a course taught by Dr. Deborah Rupp ( at Purdue University.

Psychology of Humanitarian Aid

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Course Description: Psychologists who study the workplace are trained to use their expertise in selection, training, leadership and statistics to improve organizations and their employees. The course will uniquely apply these concepts to non-profit and humanitarian aid organization. Designed as a service-learning course, students will learn about psychological principles, as well as performing hands-on work with a local non-profit to improve a specific aspect of their organization.

Note: This syllabus is for a course taught by Ashley Hoffman ( at a private liberal arts university in the US.  The course is run over a four week period, with three hours of contact time every day.


Teaching Modules on Humanitarian Work Psychology

Description: The HWP assignment is part of Organisation and Cognition, the fourth Problem-Based Learning module in a master course on Work & Organizational Psychology offered at Maastricht University in The Netherlands. Module topics include entrepreneurial cognition, strategic decision making, innovation and creativity, power, ethics and leadership, team cognition, and negotiation and conflict management. In 2013, 55 students from all over Europe followed the class in groups of 11 students. The HWP assignment served as a capstone, offering students an opportunity to integrate prior knowledge while reversing the typical PBL process (i.e. rather than trying to explain problems that are handed to them, they set out to identify a problem which they then prepare as instructional material for their peers).

Here are the two documents associated with these modules, in PDF format:

Note: This course is taught by Herco Fonteijn, Department of Work and Social Psychology, Maastricht University, the Netherlands (email: