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2020/2021  KAN-CSOCV1035U  Community Building, Co-creation, Social Media and Entrepreneurship

English Title
Community Building, Co-creation, Social Media and Entrepreneurship

Course information

Language English
Course ECTS 7.5 ECTS
Type Elective
Level Full Degree Master
Duration One Quarter
Start time of the course Second Quarter
Timetable Course schedule will be posted at calendar.cbs.dk
Study board
Study Board for MSc in Social Sciences
Course coordinator
  • Claus Springborg - Department of Management, Politics and Philosophy (MPP)
  • Lena Olaison - Department of Management, Politics and Philosophy (MPP)
Main academic disciplines
  • Entrepreneurship
  • Innovation
  • Management
Teaching methods
  • Face-to-face teaching
Last updated on 25-02-2020

Relevant links

Learning objectives
To achieve the grade 12, students should meet the following learning objectives with no or only minor mistakes or errors:
  • Describe and classify strategies for using social media to develop a start-up relevant to a given project
  • Describe and develop co-creation capabilities mentioned in the course literature
  • Identify possibilities for creating quick and inexpensive prototypes/minimum viable products to test and evaluate ideas
  • Identify and evaluate methods for community building and management mentioned in the course literature and show ability to apply these to praxis
  • Demonstrate the above through analysis of the engagement in a project centred on the digital platform YouTube
Community Building, Co-creation, Social Media and Entrepreneurship:
Exam ECTS 7,5
Examination form Home assignment - written product
Individual or group exam Individual exam
Size of written product Max. 10 pages
Assignment type Essay
Duration 48 hours to prepare
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
In the case of re-exam, a new essay must be written.
Description of the exam procedure

Students will be asked to reflect on their group projects - the YouTube Channel process and outcome – in relation to course theory and frameworks.

Course content, structure and pedagogical approach

Course content and structure

In this course, we investigate the process of community building, both internally in the organization and externally among customers and other stakeholders, ecosystem development and user-involvement as growth strategies. During the course we also advance the necessary skills related to co-creation and to identifying possibilities for generating value for groups of people.  We learn to translate knowledge of these processes into practice by applying them to the development of a YouTube channel and other online platforms.

Because the cost of creating and testing a new YouTube channel is low, working with YouTube offers a unique opportunity for students to gain practical experience with innovation processes involving quick, iterative prototyping and co-creation. Because YouTube is inherently a community-based platform, working with YouTube also offers students an opportunity to gain practical experience with community building and user involvement. Creators of YouTube channels, such as, Crashcourse, Epic Rap Battles of History, Good Mythical Morning, and Will It Blend?, have achieved both fame and economical success by creating novel entertainment or educational concepts and by building a community around their products.

The course will unfold over six weeks, with 4- to 5-hour sessions meeting once a week. After being introduced to relevant business models and to co-creation skills, students will form teams and engage in processes of user involvement and ecosystem expansion. Using different approaches to community building, they will develop their brand and product over time, refining their business model in relation to their growing community.

The course is well suited for students who do their internship at Copenhagen School of Entrepreneurship (CSE) but can be attended by all.

Description of the teaching methods
This course will take place in the Studio. The pedagogical approach will be highly interactive, combining discussion with hands-on, experiential learning in the context of practical group projects. We will discuss course theories in the light of students’ personal attempts to apply them in praxis. Each week there will be homework both in terms of reading and in terms of progressing the creation of the YouTube channel. As knowledge will be developed through discussion of progress and encountered obstacles in class, it is important that students meet in class having completed both reading assignments and practical assignments.
Feedback during the teaching period
Students receive feedback from the instructor and peers during the course of highly interactive teamwork and discussions, in small groups and in plenary. Feedback will also be offered on the basis of group exercises, where we reflect together on learning experiences.
Student workload
Course activities (including preparation) 136 hours
Exam (including exam preparation) 70 hours
Further Information

The Studio, the team studio or the new second floor between these two would be the best room for this course. Other rooms will work as well - as long as it is not a lecture hall where students cannot move their chairs. 

Expected literature

Austin, R., & Devin, L. (2003). Artful Making: What Managers need to know about how artists work. New Jersey: Prentice Hall. p. 161-173

Bakioglu, BS (2016). Exposing convergence: YouTube fan labor, and anxiety of cultural production in lonelygirl15. Convergence: The International Journal of Research into New Media Technologies, 1-21.

Bohm, D. (1996) On Dialogue, London: Routledge

Boyd & Nowell 2014 Psychological sense of community - a new construct for the field of management, Journal of Management Inquiry, 23(2), 107-122

Burgess J and Green J (2009) The entrepreneurial vlogger: participatory culture beyond the professional-amateur divide. In: Vonderau P, Snickars P and Burgess G (eds) The YouTube Reader. Stockholm: National Library of Sweden, pp. 89–107.

Burwell, C., & Miller, T. (2016). Let's Play: Exploring literacy practices in an emerging video game paratext. E-Learning and Digital Media , 13 (3-4), 109-125.

Cocker, Hayley L, and Cronin, J. (2017.) “Charismatic Authority and the YouTuber.” Marketing Theory

Craig, David, and Stuart Cunningham. 2017. “Toy Unboxing: Living in a(n Unregulated) Material World.” Media International Australia,

Hanlon, Patrick (2006) Primalbranding: Create Zealots for Your Brand, Your Company, and Your Future, NY: Free Press, p.9-86

Isaacs, W. 1999 Dialogue and the art of thinking together p. 79-176 + p. 233-299

Isanski, B. (2010) Talking your way to happiness: Well-being is related to having less small talk and more substantive conversations, Psychological Science

Kantor, D. (2012) Reading the room. San Francisco: John Wiley & Sons

Losada, M. & Heaphy, E. (2004) The role of positivity and connectivity in the performance of business teams: A nonlinear dynamics model, American Behavioural Scientist 47(6): 740-765

Nath, D. (2009) Bilding trust and cohesiveness in a leadership team: A practitioner's perspective, Society for Organisational Learning online journal, vol. 9

McQuarrie, E.F.,Miller, J. and Phillips, B.J. (2013) ‘The Megaphone Effect: Taste and Audience in Fashion Blogging’, Journal of Consumer Research 40(1): 136–58

McQuarrie, Edward F., and Barbara J. Phillips. 2014. “The Megaphone Effect in Social Media: How Ordinary Consumers Become Style Leaders.” GfK Marketing Intelligence Review 6 (2): 16–20.

Checchinato, F., Disegna, M., & Gazzola, P. (2015). Content and Feedback Analysis of YouTube Videos: Football Clubs and fans as Brand Communities. Journal of Creative Communications , 10 (1), 71-88.

Cunningham, S. (2012). Emergent Innovation through the coevolution of Informal and Formal Media Economies. Television & New Media , 13, 415-430.

Cunningham, S., Craig, D., & Silver, J. (2016). YouTube, multichannel networks and the accelerated evolution of the new screen ecology. Convergence: The International Journal of Research into New Media Technologies , 22 (4)

Chia, R. (1996). Teaching paradigm shifting in management education: University business schools and the entrepreneurial imagination. Journal of Management Studies , 33 (4), 409-428.

Goldsmith, B., Cunningham, S., & Dezuanni, M. (2017). Screen production for education: digital disruption in an "ancillary" market. Media International Australia , 162 (1), 65-77.

Hennig-Thurau, T., Malt House, EC, Friege, C., Gensler, S., Lobschat, L., Rangaswamy, A., & Skiera, B. (2010). The Impact of New Media on Customer Relationships. Journal of Service Research , 13 ((3)), 311-330

Isaacson, K., & Looman, WS (2017). Strategies for Developing Family Nursing Communities of Practice Through Social Media. Journal of Family Nursing , 23 (1), 73-89.

Jackson, W., Park, B., Toscani, M., & Hermes-DeSantis, E. (2015). Analysis of Social Media Interactions Between Pharmaceutical Companies and Consumers: The Power of the "Like ''. Therapeutic Innovation & Regulatory Science , 49 (3), 387-391.

Johnston, J. (2017). Subscribing two Sex Edutainment. Television & New Media , 18 (1), 76-92.

Postigo, H. (2014). The socio-technical architecture of digital labor: Converting play into YouTube money. New Media & Society , 18 (2), 332 -349.

Thibeault, MD, & Evoy, J. (2011). Building Your Own Musical Community: How YouTube, Miley Cyrus, and the Ukulele Can Create a New Kind of Ensemble. General Music Today , 24 (3), 44-52.

Thorpe, H., & Ahmad, N. (2015). Youth, action sports and political agency in the Middle East: Lessons from a grass roots parkour group in Gaza. International Review for the Sociology of Sport , 50 (6), 678-704.

Waldron, J. (2012). YouTube fanvids, forums, vlogs and blogs: Informal music learning in a convergent on-and offline music community. International Journal of Music Education , 31 (1), 91-105.

Last updated on 25-02-2020