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2024/2025 KAN-CPSYV2302U Applied Mindfulness and Compassion
| English Title | |
| Applied Mindfulness and Compassion |
Course information |
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| Language | English |
| Course ECTS | 7.5 ECTS |
| Type | Elective |
| Level | Full Degree Master |
| Duration | One Semester |
| Start time of the course | Autumn |
| Timetable | Course schedule will be posted at calendar.cbs.dk |
| Max. participants | 45 |
| Study board |
Study Board for BSc/MSc in Business Administration and
Psychology, MSc
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| Teaching methods | |
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| Last updated on 31-01-2024 | |
Relevant links |
| Learning objectives | ||||||||||||||||||||||||
| The objective for the course is to provide the
student with an insight to the scope of mindfulness and its
relation to business. The student will get an overview of research
within the field of mindfulness and through this be able to
evaluate the values for decision makings in a broad scope of
situations. The student should be able to reflect critically on
topics provided during the course, and should be able to reflect on
these, in a written report as well as in a discussion.
To be awarded with the highest mark (12), the student, with no or just a few insignificant shortcomings, must fulfill the following objectives:
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| Course prerequisites | ||||||||||||||||||||||||
| A basic knowledge about marketing theory, decision-making and behavioral economics is a good foundation for this course, but not a necessity. | ||||||||||||||||||||||||
| Examination | ||||||||||||||||||||||||
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| Description of activities | ||||||||||||||||||||||||
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A combination of
assignment and presentation: 1) Attendance of 80% of the
practical sessions of the course (6 online sessions)
AND 2) Group work activity to design a mindfulness or compassion intervention for presentation to experts in the field. AND An individual 3-page paper, that aims to articulate relevant concepts and theories from the field of mindfulness and/or compassion and reflect on their value for the student’s personal and professional life |
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| Course content, structure and pedagogical approach | ||||||||||||||||||||||||
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How can mindfulness and compassion practices contribute to student and employee well-being?
Research shows that mindfulness and compassion practices lead to lower levels of stress, higher life satisfaction and better pro-social behaviors. Research within the field of mindfulness also contributes to marketing theory in the field of consumer psychology and neuromarketing, with implications on industrial and societal level.
Leaders may cultivate mindfulness and compassion to order to cope with the challenges of work and personal life, prevent burnout and be better equipped to empathize with coworkers. Mindful leaders develop attentional skills and emotional regulation, which help them focus on their work and create better relationships.
On the society level, citizens may cultivate mindfulness in order to deal with impulsive consumption behavior. Consumers’ ability to act mindfully might benefit from their practice in many aspects of their live, and especially when short-term rewards are chosen instead of long-term benefits. This can be related to daily decisions (e.g. choosing healthy food) until long-term decisions (financial decisions). In that sense, consumers who practice mindfulness contribute to a healthier and more sustainable society.
The concept of mindfulness has its roots in Buddhist psychology and indicates both a type of meditation practice and a personal characteristic that is developed because of this practice. Yet, there are many other levels of meditation.
Students in class will become familiarized with different types of practices, their effects and benefits, and the theory and psychological mechanisms behind them.
There are two strains of research concerning mindfulness; one based on Ellen Langer’s work and one based on Kabat-Zin’s practice and research. Students will become acquiented with both streams of research as well as their implications in related concepts such as flow, wisdom, sustainability and creativity.
At the end of this course, students will have developed a personal mindfulness and compassion practice. They will also have the knowledge of the theories behind mindfulness and compassion. Finally, they will plan the application of their practical and theoretical learnings to a real-life case. |
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| Description of the teaching methods | ||||||||||||||||||||||||
| The intention of the teaching is, that students work in teams engaging in discussions and doing presentations throughout the course. These presentations would be directly based on the readings and/or exercises in class. The aim for the presentations is to clarify topics and areas of challenges related to the course topic. It will also be expected that students can apply theoretical concepts in their daily lives, demonstrating how aspects of mindfulness can help them become better consumers and leaders. | ||||||||||||||||||||||||
| Feedback during the teaching period | ||||||||||||||||||||||||
| Feedback is given in the middle of the semester based on the presentations in class. | ||||||||||||||||||||||||
| Student workload | ||||||||||||||||||||||||
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| Expected literature | ||||||||||||||||||||||||
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Hart, R., Ivtzan, I., & Hart, D. (2013). Mind the gap in mindfulness research: A comparative account of the leading schools of thought. Review of General Psychology, 17(4), 453–466. https://doi.org/10.1037/a0035212
Sheth, J. N., Sethia, N. K., & Srinivas, S. (2011). Mindful consumption: A customer-centric approach to sustainability. Journal of the Academy of Marketing Science, 39(1), 21–39. https://doi.org/10.1007/s11747-010-0216-3
Langer, E. J. (2014). Mindfulness forward and back. In A. le, C. T. Ngnoumen, & E. J.
Langer (Eds.), The Wiley Blackwell handbook of mindfulness (p. 7–20). Wiley Blackwell. https://doi.org/10.1002/9781118294895.ch1
Kabat-Zinn, Jon. (2003) Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice, Vol. 10, p. 144–156.
Fitzsimons, G. M., & Bargh, J. A. (2004). Automatic self-regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (p. 151–170). The Guilford Press.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
Schultz, Patricia & Ryan, Richard. (2015). The “Why,” “What,” and “How” of Healthy Self-Regulation: Mindfulness and Well-Being from a Self-Determination Theory Perspective. 10.1007/978-1-4939-2263-5_7.
Kabat-Zinn, Jon (2013) Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain and Illness. Chapter 18, Change: The One Thing You can be Sure Of.
Shapiro, S.L., Carlson, L.E., Astin, J.A. and Freedman, B. (2006), Mechanisms of mindfulness. J. Clin. Psychol., 62: 373-386. doi:10.1002/jclp.20237
Tang, Y. Y. (2017). The Neuroscience of Mindfulness Meditation: How the Body and Mind Work Together to Change Our Behaviour. The Neuroscience of Mindfulness Meditation: How the Body and Mind Work Together to Change Our Behaviour, 1–94. https://doi.org/10.1007/978-3-319-46322-3
Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213–225. https://doi.org/10.1038/nrn3916
Reznitskaya, A., & Sternberg, R. (2012). Teaching Students to Make Wise Judgments: The “Teaching for Wisdom” Program.
Rosenberg, E. L. (2004). Mindfulness and consumerism. Psychology and Consumer Culture: The Struggle for a Good Life in a Materialistic World., 107–125. https://doi.org/10.1037/10658-007
Gould, S., Cho, Y.-N., Dorsey, J. D., Schindler, R. M., Murdock, M. R., & Boesen-Mariani, S. (2016). Mindfulness: Its transformative potential for consumer, societal, and environmental weil-being. Journal of Public Policy and Marketing, 35(2), 198–210. https://doi.org/10.1509/jppm.15.139
Brown, Kirk & Kasser, Tim & Ryan, Richard & Linley, P. & Orzech, Kevin. (2009). When what one has is enough: Mindfulness, financial desire discrepancy, and subjective well-being. Journal of Research in Personality - J RES PERSONAL. 43. 10.1016/j.jrp.2009.07.002.
Kiken, Laura & Lundberg, Kristjen & Fredrickson, Barbara. (2017). Being Present and Enjoying It: Dispositional Mindfulness and Savoring the Moment Are Distinct, Interactive Predictors of Positive Emotions and Psychological Health. Mindfulness. 8. 10.1007/s12671-017-0704-3.
Hougaard, R., & Carter, J. (2018). The mind of the leader: How to lead yourself, your people, and your organization for extraordinary results.
Kudesia, R. (2015). Mindfulness and creativity in the workplace. In J. Reb & P. Atkins (Eds.), Mindfulness in Organizations: Foundations, Research, and Applications (Cambridge Companions to Management, pp. 190-212). Cambridge: Cambridge University Press. doi:10.1017/CBO9781107587793.010
Alberts, H., & Hülsheger, U. (2015). Applying mindfulness in the context of work: Mindfulness-based interventions. In J. Reb & P. Atkins (Eds.), Mindfulness in Organizations: Foundations, Research, and Applications (Cambridge Companions to Management, pp. 100-132). Cambridge: Cambridge University Press. doi:10.1017/CBO9781107587793.007 |
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