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2019/2020  KAN-CSCBO1096U  Creative Business project and Methods for Creative Industry Analysis

English Title
Creative Business project and Methods for Creative Industry Analysis

Course information
Language English
Course ECTS 15 ECTS
Type Mandatory
Level Full Degree Master
Duration One Semester
Start time of the course Spring
Timetable Course schedule will be posted at calendar.cbs.dk
Study board
Study Board for MSc in Social Sciences
Course coordinator
  • José Ossandón - Department of Organization (IOA)
Main academic disciplines
  • Organisation
  • Sociology
  • Cultural studies
Teaching methods
  • Face-to-face teaching
Last updated on 30-03-2020

Relevant links
Learning objectives
  • formulate a relevant research question concerning a creative organization
  • select appropriate data sources and gain access to them
  • describe and select among a range of data collection and dada analysis techniques
  • combine such techniques in collecting and analyzing data
  • integrate empirical finding with theoretical elements into a coherent and feasible research report
  • formulate strategic recommendations based on the findings
Examination
Creative Business Project & Methods for Creative Industry Analysis:
Exam ECTS 15
Examination form Oral exam based on written product

In order to participate in the oral exam, the written product must be handed in before the oral exam; by the set deadline. The grade is based on an overall assessment of the written product and the individual oral performance.
Individual or group exam Individual oral exam based on written group product
Number of people in the group 2-5
Size of written product Max. 40 pages
Assignment type Project
Duration
Written product to be submitted on specified date and time.
15 min. per student, including examiners' discussion of grade, and informing plus explaining the grade
Grading scale 7-point grading scale
Examiner(s) Internal examiner and external examiner
Exam period Summer
Make-up exam/re-exam
Same examination form as the ordinary exam
If a student is ill during the regular oral exam, he/she will be able to re-use the project at the make-up exam. If a student is ill during the writing of the project and did not contribute to the project, the make-up exam must be written individually or in groups (provided that other students are taking the make-up/re-exam). If the student did not pass the regular exam, he/she must make a new revised project (confer advice from the examiner) and hand it in on a new deadline specified by the secretariat.
Course content, structure and pedagogical approach

In this course, students become familiar with a range of methodological techniques and learn to combine them into a coherent and feasible research project. 

 

The structure of the course combines two dimensions:

  

Methods for Creative Industry Analysis: lectures and workshops

 

Lecture and workshops present core analytical elements such as: formulating research problem and question, research design, data collection, data analysis, visualization and reporting. Lectures and workshops cover a variety of techniques and helps students make choices about which techniques to use in different situations. 
 

Creative Business Project

 

Students grouped in research teams conduct a research project. The Creative Business Project analyzes a specific firm within the creative industries using qualitative and/or quantitative methods with the objective of formulating strategic recommendations to the firm based on the research findings. The Creative Business Project offers opportunities for the students to design and conduct their studies according to their own interests and to do work in teams and with companies. Creative Business Project combines, integrates and otherwise improves the analytical skills developed during the earlier studies and in the course work of the first year of CBP.
Description of the teaching methods
Three types of teaching activities are used in this course. Key concepts in research methods are introduced in whole class lectures. In workshops teams present and critically asses their research method strategies. Research teams meet their assigned supervisor in academic supervisions.
Feedback during the teaching period
Students will receive feedback in three different activities in this course. In workshops, the business projects developed by the different teams will receive comments from teachers and other students. Each team will be assigned a supervisor that will follow their project during the term. Supervisors are members of CBS’ academic staff assigned whose task is to inspire, initiate and help facilitate the project work, including pointing to relevant literature and help discuss selected theory or theories and method or methods applied. Finally, students will be welcome to book meetings with the lecturers of the course during their office hours.
Student workload
Course activities (including preparation) 50 hours
Exam (including exam preparation) 362 hours
Expected literature

Please note that the literature list is guiding 

1) Creative business and social research

Stark, D. (2009): The Sense of Dissonance – Accounts of Worth in Economic Life, Chapter 1, pp. 1-31, Princeton, N.J.: Princeton University Press.

2) Case study and creative research 

Flyvbjerg, B. (2006) "Five misunderstandings about case-study research." Qualitative inquiry 12(3): 219-245. 

​Swedberg R. (2016) “Before theory comes theorizing or how to make social science more interesting”, British Journal of Sociology,  

2) Problems and research question

Cresswell, J.W. (2009). “Research Questions and Hypotheses”, Chapter 7 in Research Design: Qualitative, Quantitative and Mixed Methods Approaches, edited

by John Creswell. 

Sandberg, J., & Alvesson, M. (2011). Ways of constructing research questions: gap-spotting or problematization?. Organization, 18(1), 23-44.

3) Data collection 1: interviews

Gubrium, J., & Holstein, A. (2001). Active interviewing. In Qualitative research methods, edited by Darin Weinberg, Blackwell, ch. 6.

Warren, C. (2012) Interviewing as social interaction in The SAGE Handbook of Interview Research: The Complexity of the Craft edited by Jaber Gubrium et al Sage.

Eriksson, P., and Kovalainen, A. Qualitative methods in business research. Sage, 2008. Ch 12.

4) Data collection 2: observation and shadowing

Jerolmack, C. and Khan, S. (2014) Talk Is Cheap: Ethnography and the Attitudinal Fallacy, Sociological Methods Research 43(2): 178-209

Czarniawska, B. (2007). Shadowing: and other techniques for doing fieldwork in modern societies. Copenhagen Business School Press, Ch.2.

Goffman, E. (1989). On Fieldwork. Journal of Contemporary Ethnography 18: 123-132.

5) Data collection 3: archives and documents

Atkinson, P. & Coffey, A. (2006). “Analysing documentary realities”, in Silverman, D. (ed) Qualitative Research. London: Sage. (available in learn)

Prior, L. (2011). “Basic themes: Use, production and content”, in Using Documents in Social Research. 

6) Data Analysis: coding and theorizing

Miles, M, Huberman, M., and Saldaña, J. (2013) Qualitative data analysis: A methods sourcebook. Sage, 2013. 

Emerson, R., Fretz, R. and Shaw, L. (2011) Writing ethnographic fieldnotes. University of Chicago Press, 2011.

7) Data visualization & Theorizing

Eisenhardt, K. M. (1989). Building theories from case study research. Academy of Management Review, 14(4), 532-550.

Timmermans, S., & Tavory, I. (2012). “Theory construction in qualitative research from grounded theory to abductive analysis”. Sociological Theory, 30(3), 167-186.

Vaughan, D. (2014) ‘Theorizing: Analogy, Cases, and Comparative Social Organization’. In Swedberg, R. (ed) Theorizing in Social Science, Stanford, Stanford University Press.

8) From research to practical advice

 
Last updated on 30-03-2020