2025/2026 BA-BSEMO2571U Sustainability and Service Innovation, 1st Year Project
English Title | |
Sustainability and Service Innovation, 1st Year Project |
Course information |
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Language | English |
Course ECTS | 7.5 ECTS |
Type | Mandatory |
Level | Bachelor |
Duration | One Quarter |
Start time of the course | Fourth Quarter |
Timetable | Course schedule will be posted at calendar.cbs.dk |
Study board |
Study Board for Service and Markets
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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 26-06-2025 |
Relevant links |
Learning objectives | ||||||||||||||||||||||||||||||
By the end of the course, students should be able
to:
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Course prerequisites | ||||||||||||||||||||||||||||||
Students not enrolled in BSc in Business Administration & Service Management must document a level in English equal to TOEFL 575, and knowledge of Philosophy of science & qualitative methods | ||||||||||||||||||||||||||||||
Examination | ||||||||||||||||||||||||||||||
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Course content, structure and pedagogical approach | ||||||||||||||||||||||||||||||
The specificity of service organizations demands that business leaders pay special attention to organizational conditions, resources and competences needed for good quality services, along with concerns for profitability and longevity. Furthermore, thriving as a business in the Anthropocene Era demands that leaders navigate and respond adequately to grand societal challenges such as climate change, overconsumption, economic inequality and discrimination (to mention a few). The course provides insights into analyses of service innovations in contemporary market oriented companies, and offers space for students to discuss key characteristics of services and service innovation, innovations as process and outcome, the role of consumers as co-creators of value, and the role of technology in service innovation.
The course will focus on examining links between sustainability and service innovations through the exploration of four main themes:
Through a mix of lectures, case discussions and group work, the course fosters a critical understanding of innovation in the context of services, exploring strengths and limitations in addressing sustainability aspects.
The course will lead to the 1st year project, where students are expected to present service concepts, provide arguments for their relevance as examples of innovation and critically reflect on the contribution they make to sustainability. |
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Research-based teaching | ||||||||||||||||||||||||||||||
CBS’ programmes and teaching are research-based. The following
types of research-based knowledge and research-like activities are
included in this course:
Research-based knowledge
Research-like activities
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Description of the teaching methods | ||||||||||||||||||||||||||||||
Teaching methods include lectures, case studies, group discussions and exercises designed to introduce and practice the application of concepts, theories and models from the course syllabus to real-life examples. Students are expected to take an active part in the class discussions and exercises. Most class exercises will be in small groups where preparation is essential. Participation in group discussions and presentations are vital for a successful learning in this course. Furthermore, students will work in groups on a specific project (1st year project) that will be part of the final assessment and oral exam. | ||||||||||||||||||||||||||||||
Feedback during the teaching period | ||||||||||||||||||||||||||||||
Feedback during the teaching period:
Forms of continuous feedback are essential parts of the course and will be provided through interactive activities in class, student presentations and peer-to-peer feedback exercises allowing the students to practice their abilities to explain, apply and argue. In particular, students receive feedback in the following forms: 1. Interactive activities in class: Students get feedback through participating in classroom discussions and case study sessions, during which they can apply the tools and concepts discussed in lectures. This takes the form of both lecturer feedback and peer feedback. 2. Synchronous feedback on generic queries: Students receive feedback on generic queries about their understanding of particular sessions/contents of the course, based on an anonymous, collective Q&A discussion thread posted on Canvas. If teaching is delivered online or pre-recorded, students can use the discussion channel to pose their questions. 3. Project supervision in small groups: Project groups are offered two 1-hour focused supervision sessions outside of class activities. The teacher provides bookable slots for supervision sessions, that may take place either on campus or virtual platforms. In order to best support the work-in-progress with the group project, students are provided with guidance on how to prepare for supervision meetings (including pragmatic advice on scoping the research problem, questions and data collection). 4. Solicited feedback on specific queries: Students may also request and receive feedback during office hours on specific queries related to particular sessions/contents of the course or to the progress of the 1st year project |
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Student workload | ||||||||||||||||||||||||||||||
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Further Information | ||||||||||||||||||||||||||||||
The teacher will upload the course syllabus on CBS Canvas two weeks before the course starts. |
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Expected literature | ||||||||||||||||||||||||||||||
Expected readings may include:
Brownstein, M., Kelly, D., & Madva, A. (2022). Individualism, structuralism, and climate change. Environmental Communication, 16(2), 269-288.
Ehrenfeld, J. R. (2008). Sustainability by Design. Yale University Press.
Tabares, S., Morales, A., Calvo, S., & Molina Moreno, V. (2021). Unpacking B Corps’ Impact on Sustainable Development: An Analysis from Structuration Theory. Sustainability, 13(23), 13408.
Nidumolu, R., Prahalad, C. K., & Rangaswami, M. R. (2009). Why sustainability is now the key driver of innovation. Harvard business review, 87(9), 56-64.
Djellal, F., & Gallouj, F. (2016). Service innovation for sustainability: paths for greening through service innovation. In Service innovation (pp. 187-215). Springer, Tokyo.
Bruce, B. C. (1993). Innovation and social change. Cambridge University Press.
Bauer, J. M., Aarestrup, S. C., Hansen, P. G., & Reisch, L. A. (2022). Nudging more sustainable grocery purchases: Behavioural innovations in a supermarket setting. Technological Forecasting and Social Change, 179, 121605.
Illies, C. F., & Meijers, A. (2014). Artefacts, agency, and action schemes. In The moral status of technical artefacts (pp. 159-184). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7914-3_10
Bocken, N. M., Short, S. W., Rana, P., & Evans, S. (2014). A literature and practice review to develop sustainable business model archetypes. Journal of cleaner production, 65, 42-56.
Herring, H., & Roy, R. (2002). Sustainable services, electronic education and the rebound effect. Environmental Impact Assessment Review, 22(5), 525-542. https://doi.org/10.1016/S0195-9255(02)00026-4
The final reading list will be uploaded on Canvas prior to the start of the course.
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