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2018/2019 KAN-CCMVV5034U Distance management – virtual communication and cooperation in a borderless worklife.
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| Distance management – virtual communication and cooperation in a borderless worklife. |
Course information |
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| Language | English |
| Course ECTS | 7.5 ECTS |
| Type | Elective |
| Level | Full Degree Master |
| Duration | One Semester |
| Start time of the course | Autumn |
| Timetable | Course schedule will be posted at calendar.cbs.dk |
| Max. participants | 50 |
| Study board |
Study Board for MSc in Economics and Business
Administration
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| Last updated on 23-03-2018 | |
Relevant links |
| Learning objectives | ||||||||||||||||||||||||||
In order to earn the grade 12, the student must:
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| Course prerequisites | ||||||||||||||||||||||||||
| Students from all programs are welcome in this
course. Previous knowledge of organization theory, human resource
management, global business and organizational communication is an
advantage, but not a prerequisite.
NB! This is a real-time online course with one "physical" seminar-day. This means that while the online-sessions (14 x 2 x 45 mins) may be recorded, real-time participation is required. Because the cause is an online course it is important that students consult the lecture plan on LEARN because calendar.cbs.dk most likely will not show time/location of the lectures. |
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| Course content and structure | ||||||||||||||||||||||||||
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This course deals with virtual work from a distance framed as collaboration and management/leadership across geographies, time zones, organizational, professional and national(cultural) borders and boundaries both inside organizations as well as between them (i.e. intra-organizational as well as inter-organizational boundary spanning). These challenges of modern worklife and organizing are explored from the point of view of the individual virtual worker, the virtuel manager as well as the human resource management-function.
In addition to acquisition of practical competences that are central to the (future) worklife of the comtemporary knowledge worker, the following theoretical themes are explored with a view to critically assessing virtual collaborative and communicative practice:
Virtual collaboration, distance management and remote working from a leadership and human resource management perspective, virtual teams, multicultural teamwork, communicative and language challenges of distance team work and management, boundary crossing leadership between organizations, virtual organization designs, and virtual organizations. |
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| Description of the teaching methods | ||||||||||||||||||||||||||
| Leadership and human resource management
dimensions of distance management are explored theoretically
through the course literature, as well as in practice as the course
is taught in virtual classes through Adobe Connect. In effect, this
class not only theorizes on virtual collaboration, we practice
distance management.
No prior experience with virtual collaboration is needed; indeed, the capability development to come from being part of an “educational virtual team” is central to the learning objectives of the course. We will meet physically only once during the class, but you will collaborate in virtual student teams in-between classes throughout the course and have access to your teachers in virtual Q&A-sessions. Adobe Connect allows for virtual dialogue and online student participation, so do expect to play an active and engaged role although from a distance. Technical requirements: A device with internet access and webcam, headset with microphone. You access Adobe Connect by activating a weblink sent to you by the teachers. No installations of software necessary. In effect, you can participate in the class from home or anywhere else with internet connection. In class, attention is paid to both the content of the course, but also the process and technical wiring of working together virtually – both in our virtual classes as well as in virtual group work between classes. Virtual team members may be situated at a different subsidiary of your university or at a different university following the same class. As a central learning objective of the course is to build virtual collaboration competence, active participation is central for achievement of the learning objectives.Therefore, a minimum participation rate of 80% is recommended. Participation in a teambuilding/group work exercise halfway through the course taking place at an off-campus/on-campus venue is absolutely central for benefiting from following this course. |
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| Feedback during the teaching period | ||||||||||||||||||||||||||
| The student will receive feedback in several
forms:
Presentations in class based in virtual group case work and exercises with feedback from teachers/participating students. Virtual Q&A-sessions where the teachers are online with a view to answering additional questions not brought up in plenary. |
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| Expected literature | ||||||||||||||||||||||||||
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Examples of the used litterature - this is updated before every course: A virtual compendium of journal articles as well as other digital material on distance/virtual leadership. The following list of examples is indicative of the literature to be used on class, and may be subject to changes:
Lauring, J. & Klitmøller, A. (2014). Global Leadership Competences for the Future: Virtual Collaboration. Copenhagen: Global Leadership Academy. Se: https://di.dk/SiteCollectionDocuments/Global%20Leadership%20Academy/DI_Report%202_Virtual%20collaboration_final%20(ansb).pdf
Rockmann, K. W., & Pratt, M. G. (2015). Contagious offsite work and the lonely office: The unintended consequences of distributed work. Academy of Management Discoveries, 1(2), 150-164.
Manyika, J., Lund, S., Bughin, J., Robinson, K., Mischke, J., & Mahajan, D. (2016). Independent Work: Choice, Necessity, and the Gig Economy. McKinsey Global Institute. October.
Avolio, B. J., & Kahai, S. S. (2003). Adding the “E” to E-leadership:: How it may impact your leadership. Organizational Dynamics, 31(4), 325-338.
Deiser, R., & Newton, S. (2013). Six social-media skills every leader needs. McKinsey Quarterly, 1, 62-67.
Puranam, P., Alexy, O., & Reitzig, M. (2014). What's “new” about new forms of organizing?. Academy of Management Review, 39(2), 162-180.
Harvey, M., Novicevic, M. M., & Garrison, G. (2004). Challenges to staffing global virtual teams. Human Resource Management Review, 14(3), 275-294.
Kolb, D. G. · Kolb, D. G. · Caza, A. · Collins, P. D. (2012). States of Connectivity: New Questions and New Directions. Organization studies, 3(2), 267–273.
Ernst, C., & Chrobot-Mason, D. (2011). Flat world, hard boundaries: How to lead across them. MIT Sloan Management Review, 52(3), 81-88. Se: https://goo.gl/mpnZRT
Walters, David. (2000). Virtual organisations: new lamps for old. Management Decision, 38(6), 420–436.
Bazigos, M. & Harter, J. (2016). Revisiting the matrix organization. McKinsey Quarterly, January 2016. http://www.mckinsey.com/insights/organization/Revisiting_the_matrix_organization?cid=orgfuture-eml-alt-mkq-mck-oth-1601
Klitmøller, A., & Lauring, J. (2013). When global virtual teams share knowledge: Media richness, cultural difference and language commonality. Journal of World Business, 48(3), 398-406.
et Appliquée, B. D. E. (2011). Distributed Form of Leadership in Communities of Practice (CoPs). Int. J. Emerg. Sci, 1(3), 357-370.
Boxall & Purcell, 2011 (chapters from) Strategy and Human Resource Management, Palgrave McMillan. |
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