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2021/2022  KAN-CSOCV1035U  Managing Growth through Dialogue

English Title
Managing Growth through Dialogue

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
  • Communication
  • Management
Teaching methods
  • Face-to-face teaching
Last updated on 08-02-2021

Relevant links

Learning objectives
To achieve the grade 12, students should meet the following learning objectives with no or only minor mistakes or errors:
  • Identify and address structural issues in organisational dialogue.
  • Describe and develop dialogue capabilities mentioned in the course literature.
  • Identify and evaluate methods for community building and management mentioned in the course literature and show ability to apply these to praxis
  • Apply models of partnerships to select, optimise and manage partnerships as a growth strategy.
  • 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

The capacity to understand and work strategically with dialogue is an important skill for managers to possess. Being mindful of the dynamics of dialogues you participate in and/or lead can significantly benefit both your organisation and your personal career.

As a skilled facilitator of dialogue processes, you can better leverage viewpoint diversity in ways which enhance decision making processes, enhance co-creation processes, build strong and supportive communities within and around the organisation, optimise and realise the potential of partnerships, and, in general, identify, develop and capture opportunities for value creation. On the other hand, if you manage dialogue poorly, viewpoint diversity can instead lead to wasting time and other resources on unproductive power struggles which demotivate employees and erode community support for the organisation.

We will particularly focus on applying dialogue theory to building communities and working with strategic partnerships.

Mastering dialogue allows you to work strategically with community building, which is a powerful way of securing coherence internally in the organisation on the one hand and building a supportive ecosystem externally among customers, suppliers, investors and other stakeholders on the other. Both contribute significantly to securing organisational growth and success.

Mastering dialogue also allows you to better select profitable partnerships and optimise and realise the potential of these partnerships. This is important since partnerships are becoming the new best practice among organisations seeking growth in an economic climate characterised by globalisation, increasing consolidation and quickly changing markets. When partnerships fail, it is often due to lack of skilful dialogue between the partners.

The course will have a strong emphasis, not only on developing knowledge about dialogue but also on translating that knowledge into practice. To achieve this goal, the course will include a group project where students will build and grow a YouTube channel. The reason for working with YouTube is first, that YouTube is a communication channel that is increasingly important to businesses, and second, more importantly, that YouTube as a communication channel is inherently dialogue-based – unlike many of the more traditional communication channels used by organisations, which are one-way broadcasting channels. Thus, YouTube offers an ideal vehicle for learning how to translate theories of dialogue into practice and how to use dialogue to build communities and form partnerships supporting growth.

The course is well suited for OIE students and students who do their internship at Copenhagen School of Entrepreneurship (CSE), but all are welcome.

Description of the teaching methods
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.
Besides his work in academia, the lecturer, Claus Springborg, works as executive coach and entrepreneur, and as such, is used to translating his academic work into a practical context.
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 08-02-2021