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2023/2024  BA-BBLCV2303U  Decision Making Processes: Learning social responsibility through group dynamics

English Title
Decision Making Processes: Learning social responsibility through group dynamics

Course information
Language English
Course ECTS 7.5 ECTS
Type Elective
Level Bachelor
Duration One Semester
Start time of the course Autumn, Spring
Timetable Course schedule will be posted at calendar.cbs.dk
Max. participants 40
Study board
Study Board for BSc and MSc in Business, Language and Culture, BSc
Course coordinator
  • Tali Padan - Department of Management, Society and Communication (MSC)
Main academic disciplines
  • Intercultural studies
  • Leadership
  • Business psychology
Teaching methods
  • Face-to-face teaching
Last updated on 14-02-2023

Relevant links
Learning objectives
At the end of the course, students should be able to:
  • Critically reflect on their role in a group decision making process
  • Describe and analyze the difference between theoretical understanding and practical experience of decision making processes and demonstrate the ability to reflect on the difference between the two.
  • Develop and present different ways to create more inclusive conditions in society and organisations based on the dynamics between majorities and minorities.
  • Discuss and reflect on their social responsibility in different contexts.
Examination
Decision Making Processes: Learning social responsibility through group dynamics:
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
Release of assignment An assigned subject is released in class
Duration 2 weeks to prepare
Grading scale 7-point grading scale
Examiner(s) One internal examiner
Exam period Autumn and Spring
Make-up exam/re-exam
Same examination form as the ordinary exam
Course content, structure and pedagogical approach

The aim of this course is to develop and understand social responsibility in an interactive and experiential way in order to provide the student with tools and experiences to monitor diverse groups in society and in organisations. Students will gain a theoretical understanding of this important concept in present-day organisations and societies but more importantly they will work through a series of activities that relate to different types of decision making. This forms the basis for conversations about freedom, equality, majorities, minorities and conflict, both in society, organisations and in the classroom.  The class itself acts as the society/organisation and is given the opportunity to reflect not only on the topics theoretically but also in practice, driven by the group dynamics, thereby making the discussions relevant and increasing the capacity to practice self-reflection as a key to monitor and to be an active participant in diverse groups in organisational and societal environments. Through diverse perspectives and at times even conflict or disharmony, students will experientially learn what it takes to live or work in a diverse environment and increase awareness of their social responsibility at different group levels.

 

This course offers a chance for students to understand and internalize the ‘values’ column of the Nordic Nine. Activities in this course allow students to reflect on the dilemma of competition vs. compassion, as well as ethical and moral dilemmas inherent to living in a diverse society and to work in diverse organisations. Students learn critical thinking skills and enhance their ability to collaborate with others through opening up the space for healthy disagreement and conflict.
Description of the teaching methods
The course will use a particular method from the NGO sector that includes interaction and is focused on experience which is discussed in the context of the literature on social responsibility. The course gives continuous opportunity to practice self-reflection by continuously examining the process that the group experiences. The teacher acts as a facilitator for dialogue, also prompting and extending moments of dissonance, in order to use them towards reflexive learning.

The students practical knowledge will be supported by readings, with a special focus on David Bohm’s On Dialogue. Students will read this book throughout the whole course, with every class obliging the reading of 1-2 chapters including another reading. The detailed plan is below.
Feedback during the teaching period
This takes place in connection with ongoing course exercises in class, comprising peer student response and discussions. Teacher-student exchanges are made throughout the course, and the teacher is available for personal office hours once a week.
Student workload
Attending Course 36 hours
Course Preparation 50 hours
Course assignments 56 hours
Exam Preparation 35 hours
Exam 35 hours
Expected literature

Abrams, D., & Hogg, M. A. (2010). Social identity and self-categorization. In J. F. Dovidio, M. Hewstone, P. Glick, & V. M. Esses (Eds.), The SAGE handbook of prejudice, stereotyping and discrimination (pp. 179–193). London: Sage.

Bohm, David. (2013). On Dialogue. Abingdon, Oxon: Routledge.

 

Fromm, E. (1976). To have or to be? Oxford, England: Harper & Row. p.13-23.

 

Krishnamurti, Jiddu (1964) Think on these things Harper & Row, New York.

 

Rigg, C. (2018). Somatic learning: Bringing the body into critical reflection. Management Learning, 49(2), 150–167. https:/​/​doi.org/​10.1177/​1350507617729973

 

 

Shrivastava, P. (Concordia U. (2010). Pedagogy of Passion for Sustainability. Academy of Management Learning & Education, 9(3), 443–455. https:/​/​doi.org/​10.5465/​AMLE.2010.53791826

 

Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Monterey, CA: Brooks/Cole.

 

Tolle, E. (2006). A new earth. Penguin Life.
Last updated on 14-02-2023