2025/2026 KAN-CDIBV2404U Digital Transformation of Work
English Title | |
Digital Transformation of Work |
Course information |
|
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 | 90 |
Study board |
Study Board of Technology &
Digitalisation
|
Course coordinator | |
|
|
Main academic disciplines | |
|
|
Teaching methods | |
|
|
Last updated on 04-02-2025 |
Relevant links |
Learning objectives | ||||||||||||||||||||||||
In order to achieve the grade 12, the
participants must with none or few immaterial shortcomings meet the
following objectives:
|
||||||||||||||||||||||||
Prerequisites for registering for the exam (activities during the teaching period) | ||||||||||||||||||||||||
Number of compulsory
activities which must be approved (see section 13 of the Programme
Regulations): 1
Compulsory home
assignments
Group presentation for feedback and approval of the project topic. Students will work in groups of 4 students on a self-selected project topic during the semester. They will receive formative feedback during the workshop and during the semester. If a student cannot participate due to documented illness, or if a student does not get the activity approved in spite of making a real attempt, then the student will be given one extra attempt before the ordinary exam. The extra attempt will require handing in a recorded presentation of his project along with a short written report of 2 pages on the selected topic which has to be approved by the course instructor. |
||||||||||||||||||||||||
Examination | ||||||||||||||||||||||||
|
||||||||||||||||||||||||
Course content, structure and pedagogical approach | ||||||||||||||||||||||||
This course is meant for students interested in understanding and managing digital transformation of work – with new forms of collaboration, engagement, and innovation to satisfy a digitally savvy workforce, thereby accelerating productivity and agility, as well as facilitating the broader digital transformation of business. The course will largely focus on information workers (‘white-collar’, creative and service jobs), but in the context of broader shifts in labour. Within the emphasis on information workers, we explore four inter-related elements of digital transformation of work: (1) Technologies; (2) Workforce; (3) New ways of working and (4) Leadership. The technological environment that enables information sharing, collaboration, and communication is at the heart of digital transformation of work. The workforce is the second critical element of this transformation. We will look at what makes the digitally savvy workforce tick and how the workforce of the future is changing with automation and algorithms. The third element is the various novel work practices. We will look at new ways of working and leadership that boost work-life flexibility, worker agility, and engagement. Finally, the course reflects on how digital work can enable broader, strategic digital transformations (e.g., in business models). Without internal agility, and an engaged workforce, externally-oriented digital transformations will be difficult to achieve. Throughout the course, we will also critically reflect on the observed trends in digital transformation of work and consider policy implications to mitigate potential negative consequences. For example, we will reflect on how digital work can be designed to best serve the basic human needs for autonomy, competence and belonging that ensure decent work as defined by the United Nations. We will also reflect on different options to protect new types of digital workers, such as crowdworkers. The course is structured around the above-described topics. Two sessions are dedicated to each key topic – one lecture and one workshop – delivered in a blended learning environment. |
||||||||||||||||||||||||
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
|
||||||||||||||||||||||||
Description of the teaching methods | ||||||||||||||||||||||||
The lectures include presentations of core topics by the instructor(s) and will be in a classroom format. The workshops are focused on group work during which students evaluate relevant insights that could be useful for decisions about digital transformation of work in organizations. The workshops will consist of different exercises where students will learn to identify and assess the necessary technical capabilities of organizations and individuals in digital transformation of work; identify and assess the different types of workforce; identify and assess best-fitting new ways of working and leadership styles, given a certain technological and physical environment and workforce characteristics; as well as identify and assess opportunities for broader digital business transformations enabled by digital work. These exercises will help prepare the students for the exam. | ||||||||||||||||||||||||
Feedback during the teaching period | ||||||||||||||||||||||||
Students will receive peer and instructor
feedback during every workshop when core topics are discussed and
students complete in-class exercises. This will provide formative
feedback during the course.
Students will have the opportunity to present their in-progress exam assignment and receive feedback from the instructor. This will provide formative feedback on the exam assignment. |
||||||||||||||||||||||||
Student workload | ||||||||||||||||||||||||
|
||||||||||||||||||||||||
Expected literature | ||||||||||||||||||||||||
Kane, G.C., Nanda, R., Phillips, A., & Copulsky, J. (2021). Redesigning the Post-Pandemic Workplace. MIT Sloan Management Review.
Raisch, S., & Krakowski, S. (2021). Artificial intelligence and management: The automation–augmentation paradox. Academy of management review, 46(1), 192-210. |