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2019/2020  KAN-CPSYV3009U  Video Analysis of Social Interaction in Organisational Settings

English Title
Video Analysis of Social Interaction in Organisational Settings

Course information

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
Min. participants 20
Max. participants 50
Study board
Study Board for BSc/MSc in Business Administration and Psychology, MSc
Course coordinator
  • Bo Christensen - Department of Marketing (Marketing)
  • Sille Julie Jøhnk Abildgaard - Department of Marketing (Marketing)
Main academic disciplines
  • Methodology and philosophy of science
Teaching methods
  • Blended learning
Last updated on 28-01-2019

Relevant links

Learning objectives
The course offers students in-depth insights into video-based methods and video analysis - and shows and prepares students to utilise video-based data for their master’s thesis.

The aim of the course is to provide students with practical and methodological guidance on how to use video in social science research, how to make video recordings subject to various analytical perspectives, and enable them to address and reflect upon issues that may arise when planning and carrying out video-based field studies.

At the end of the course, students are able to:
  • Identify and discuss how the analysis of video recordings can support social science research.
  • Select and apply video-based methods that are relevant for answering a particular research question and supplementing the research design.
  • Develop preliminary observations and analyse video.
  • Design and carry out an independent video-based study.
  • Discuss and present results and insights in consistent and clear writing.
  • Critically reflect on how the methodological choice relate to their research question and the challenges and limitations of using video-based methods.
Video Analysis of Social Interaction in Organisational Settings:
Exam ECTS 7,5
Examination form Home assignment - written product
Individual or group exam Individual exam
Size of written product Max. 15 pages
including appendix containing a presentation of the data collected
and transcriptions of key fragments of video
Assignment type Project
Duration Written product to be submitted on specified date and time.
Grading scale 7-point grading scale
Examiner(s) One internal examiner
Exam period Winter
Make-up exam/re-exam
Same examination form as the ordinary exam
Description of the exam procedure

The project report may be in Danish or English according to the student's choice.

The project must make use of video-based data collection and analysis.


The project must consist of:


  • Video recordings of minimum 3 hours with 2 or more camera angles
  • Transcription of key fragments of video
  • Video analysis
  • Interviews and/ or field records as additional data


Each student must deliver an individually written report with additional key video fragments, where they reflect on the process and outcome of the project. In the project, students must conduct an independent empirically founded video-based analysis of a problem or issue potentially relevant to their master thesis topic/theme, including outlining a particular research question, research design, data collection, transcribing key fragments, code, analyse and critically reflect on the methodological process as well as the results to which they lead.

Course content, structure and pedagogical approach

Video provides exceptional opportunities for research within the social sciences. During the last 40 years, video recordings have been used as a research tool for analysing social interaction within a range of areas such as communication, leadership, design, healthcare, media, surveillance, and learning to mention a few.


By using video as a research tool, we are able to see new perspectives and gain new knowledge about what is actually going on in practice through fine-grained analysis of social organization, culture, and communication.  The video-ethnographic methodology rests on the collection of naturally occurring data primarily through video recordings. However, in line with the ‘ethnographic’ approach, the course runs through multiple methods such as observations, interviews, desk research, fieldwork, new “big data” possibilities to compliment video recordings and shows how to use methodological triangulation.


The course will offer a mix of theoretical teaching in methodology and philosophy of science in relation to video-based research as well as practice-oriented teaching in the choice of video technology and setup for recording, collecting audio-visual data, research design, coding and analysing video, preparing presentations and publications, and implications. During the course, students will engage in a number of practical exercises similar to different phases of a research project with a video-based methodology.


Themes during the course will include: 


  • Video in the social sciences
  • The methodology of video-based methods
  • From research design to problem solution
  • Ethics, access, and planning a project
  • Practical and technological aspects of working with video data
  • Transcription, coding and categorising video data
  • Different approaches to video analysis
  • Qualitative and quantitative approaches in video-based research
  • Implications and new opportunities for research
Description of the teaching methods
The course pedagogy is blended learning and is planned as two full days with workshops at the beginning of the semester (primo September) and three full days with workshops at the end of the semester (primo December). The workshops have mandatory attendance in the Studio at CBS. After the workshops, the teaching will be online to ensure participation and engagement throughout the course period. The workshops will consist of a mix of lectures, practical exercises, field excursions, discussions and data sessions. After the first two workshop days, the students will begin on the research design and data collection for their project report. In this period, the teaching is online where students are provided with online learning resources such as online lectures, exercises, and inspirational video content.

Teaching methods will include;
Face-to-face teaching, project-based teaching, online learning resources (e.g. short lectures, inspirational talks), exercises and presentations in class, data sessions (including peer feedback and teacher feedback) and “in situ” video-based data collection.
Feedback during the teaching period
Throughout the workshop-week, the teacher holds periodic project reviews and feedback sessions with the student/ student teams.

Data sessions (i.e. going through key fragments of video data in the class, while sharing observations and preliminary analytical points) are arranged during the workshop week, which entail peer and teacher feedback.

During the workshops in December, the class will meet for presentations of their project research designs and show key fragments of video for discussion and feedback in plenum and from the teacher.

The online learning resources will consist of selected exercises of both practical and methodological character relevant to the examination on which the students will receive written feedback from the teacher.

After examination the students may receive oral feedback on their project with focus on relevance in relation to their master's thesis project.
Student workload
Read suggested literature and watch online content 53 hours
Collect video data (incl. finding participants, setting up equipment, recording, etc 10 hours
Video recordings and participant observation 3 hours
Transcription of key video fragment for detailed analysis 10 hours
Coding and analysis 30 hours
Writing the project 70 hours
Workshops 30 hours
Expected literature

Atkinson, P., Becker, H., Bergmann, J., Blumer, H., Davis, F., ... & Pollner, M. (2002). Analysing interaction: video, ethnography and situated conduct. In May, T. Qualitative research in action (pp. 100-121). London: SAGE Publications Ltd. http:/​/​dx.doi.org/​10.4135/​9781849209656.n4 

Bornakke, T., & Due, B. L. (2018). Big–Thick Blending: A method for mixing analytical insights from big and thick data sources. Big Data & Society, 5(1), 2053951718765026. https:/​/​doi.org/​10.1177/​2053951718765026  (pp. 1-16).

Brown, B., McGregor, M., & Laurier, E. (2013). iPhone in vivo: Video analysis of mobile device use. (pp. 1–10). Presented at the CHI’13, Paris, France: ACM.

Christensen, B. T., & Abildgaard, S. J. J. (2017). Inside the DTRS11 dataset: Background, content, and methodological choices. In Analysing design thinking: Studies of cross-cultural co-creation (pp. 33-52). CRC Press.

Dove, G., Abildgaard, S. J. J., Biskjær, M. M., Hansen, N. B., Christensen, B. T., & Halskov, K. (2018). Grouping notes through nodes: The functions of Post-It notes in design team cognition. Design Studies vol. 57, 112-134.

Due, B. L. (2015). The social construction of a Glasshole: Google Glass and multiactivity in social interaction. PsychNology, 13(2–3), 149–178.

Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 8–23. https:/​/​doi.org/​10.1016/​j.pragma.2012.09.003

Have, P. Ten. (2007). Data sessions. In Doing conversation analysis: A Practical Guide (2nd ed.). London: Sage Publications. pp. 140-141.

Heath, C., Hindmarsh, J., & Luff, P. (2010). Video in Qualitative Research. SAGE Publications Ltd. (pp. 1-160) 

Heath, Christian, Knoblauch, Hubert and Luff, Paul (2000): Technology and social interaction: the emergence of ‘workplace studies’. British Journal of Sociology, vol. 51 (2), pp. 299–320.


Hindmarsh, J. (2008). Distributed video analysis in social research. The SAGE handbook of online research methods, 343-361.

Hoey, E. M. & Kendrick, K. H. (2018). Conversation Analysis. In A. M. B. de Groot & P. Hagoort (eds.), Research Methods in Psycholinguistics: A Practical Guide. Wiley Blackwell. (pp. 151-173)

Jensen, M. M., Thiel, S. K., Hoggan, E., & Bødker, S. (2018). Physical Versus Digital Sticky Notes in Collaborative Ideation. Computer Supported Cooperative Work (CSCW), 1-37.

Maynard, D. W., & Clayman, S. (1991). The Diversity of Ethnomethodology. Annual Review of Sociology, 17, 385–418.

Streeck, J, Goodwin, C, LeBaron, C (2011) Embodied Interaction: Language and Body in the Material World, Cambridge, UK: Cambridge University Press. (pp. 1 -29).


Supplementary background literature (for those who reads Danish): 

Due, B. L. (2017). Multimodal interaktionsanalyse og videoetnografisk dataindsamling. Samfundslitteratur.

Davidsen, J & Kjær, M. (2018). Videoanalyse af social interaktion. Samfundslitteratur.

Last updated on 28-01-2019