2024/2025 BA-BDMAO2024U Technology and Societal Transformations
English Title | |
Technology and Societal Transformations |
Course information |
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Language | English |
Course ECTS | 7.5 ECTS |
Type | Mandatory (also offered as elective) |
Level | Bachelor |
Duration | One Semester |
Start time of the course | Spring |
Timetable | Course schedule will be posted at calendar.cbs.dk |
Study board |
BSc in Digital Management
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Course coordinator | |
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Main academic disciplines | |
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Teaching methods | |
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Last updated on 25-06-2024 |
Relevant links |
Learning objectives | ||||||||||||||||||||||||
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Examination | ||||||||||||||||||||||||
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Course content, structure and pedagogical approach | ||||||||||||||||||||||||
Taking an encompassing and interdisciplinary approach to the study of technological and socio-political transformations, this course brings together a range of theoretical and analytical perspectives. The course both zooms out to offer more theoretical accounts of digitalization and datafication, and zooms in on the importance of theory in empirical and strategic work. This course focuses on questions about the intersection of technology and societal transformations and offers students an opportunity to develop, formulate and design an academic analysis based on a research question of their own choice. The course provides an overview of theoretical discussions about digital transformations and societal developments, and uses these as a starting point for developing research questions, project designs and theoretical and methodological frameworks for the study and analysis of digital transformations. The focus on linking theories to research project design and analysis means that the course opens up questions about research methods and theories of science. |
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Description of the teaching methods | ||||||||||||||||||||||||
The course is organized around theory-focused
lectures, student-led discussions and more operational and
practical parts, where we focus on the development and design of
empirical projects and research strategies. On top of these, the
course contains a number of workshops focusing on students' own
projects.
This course is interactive and case-based, and will involve extensive participation and presentations by students. |
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Feedback during the teaching period | ||||||||||||||||||||||||
Feedback is an integrated part of the course, and
students will get feedback on both their written and oral
presentations, as well as supervision on how to carry out the exam
assignment.
Feedback takes the shape of the lecturer commenting on oral presentations, and students offering feedback to each other. Also, students receive feedback on their ideas for exam assignments. Finally, the lecturer is available for office hours if students have further questions or need for feedback. |
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Student workload | ||||||||||||||||||||||||
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Expected literature | ||||||||||||||||||||||||
Bowles, Cennydd (2018) Future Ethics, NowNext Press
Flyverbom (2019) The Digital Prism: Transparency and Managed Visibilities in a Datafied World, Cambridge University Press
Flyverbom & Madsen (2015) Sorting data out: Unpacking big data value chains and algorithmic knowledge production, in Gesellschaft der Daten, Transcript Verlag
Mejias and Couldry (2019) Datafication, Internet Policy Review, volume 8, issue 4
O’Neil (2016) Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy, New York, Crown
West (2019) Data Capitalism: Redefining the Logics of Surveillance and Privacy, Business & Society, Volume: 58 issue: 1, page(s): 20-41
Zuboff (1985) Automate/Informate: The Two Faces of Intelligent Technology, Organizational Dynamics, 14(2), 5–18
More to be added... |