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2026/2027  BA-BDMAO2004U  Information Management in Organizations

English Title
Information Management in Organizations

Course information
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
Study Board for Service and Markets
Programme BSc in Digital Management
Course coordinator
  • Attila Márton - Department of Digitalisation (DIGI)
Main academic disciplines
  • Information technology
  • Management
  • Organisation
Teaching methods
  • Blended learning
Last updated on 29-01-2026

Relevant links
Learning objectives
  • Explain core practices of information management in organizations
  • Resolve real-life organizational problems of information management
  • Apply theoretical concepts and design principles of information management to real-life cases
  • Evaluate the strategic, societal, or ecological implications of information management practices
  • Critically reflect on the ethical responsibilities of information management
Examination
Information Management in Organizations:
Exam ECTS 7,5
Examination form Active participation

The completion of this course is based on active student participation in class. The course will be considered as passed if the students participation - based on an overall assessment - in the class activities fulfill the learning objectives of the course. The individual student’s participation is assessed by the teacher.
The student must participate in Assignment(s), Peer review
Individual or group exam Individual exam
Grading scale Pass / Fail
Examiner(s) Assessed solely by the teacher
Exam period Summer
Make-up exam/re-exam Oral exam
Duration: 20 min. per student, including examiners' discussion of grade, and informing plus explaining the grade
Preparation time: No preparation
Examiner(s): If it is an internal examination, there will be a second internal examiner at the re-exam. If it is an external examination, there will be an external examiner.
Description of activities
Assignment(s): Students will write assignments in class to hand in
Peer review: Students will be tasked to review each others' hand-ins.
Course content, structure and pedagogical approach

With the rise of the internet and digitalization, practices of managing information in organizations are in a stage of transition away from the conventional paradigm of retrieving information stored in silos towards a new paradigm based on digital networking and information construction. The course embarks upon a journey to trace this transition by, first, discussing conventional practices (e.g. records management, taxonomies) and the changes these practices are going through due to digitalization. It is against this backdrop that the course then continues to discuss new practices of information management (e.g. blockchain, AI) as well as the implications of these practices on economic ventures, organized collaboration and many other domains of social interaction. In order to learn how to apply these practices in real-life contexts, the students will have to work with a real organization of their choosing, identify a real problem in that organization, and design a solution in the form of a business case.

 

The course subscribes to CBS’ Nordic Nine strategy, as it teaches students to move beyond mere operational issues and consider the wider strategic, societal, and ecological context. Students also learn to appreciate ambiguity and complexity by learning basic principles of systemic thinking and to address ethical considerations as responsible information managers. Finally, the classes focus on group work and class discussion, and on providing constructive feedback between students, which invites them to constantly re-evaluate their thinking and elaborate on their arguments.

 

For the final exam, students are allowed to choose whether they want to use GenAI as a supporting tool, if at all, (following CBS regulations) or for generating genuine content for the students. Students who choose the second option have to clearly declare that, mark the text generated by GenAI, and provide an appendix documenting how they used GenAI and critical reflections on their experiences.
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
  • Classic and basic theory
  • New theory
  • Teacher’s own research
  • Methodology
Research-like activities
  • Development of research questions
  • Analysis
  • Discussion, critical reflection, modelling
  • Peer review including Peer-to-peer
  • Students conduct independent research-like activities under supervision
Description of the teaching methods
Case-based teaching, design workshops and in-class discussions supplemented with readings and project group work. Field work in real organizations. Writing a business case.
Feedback during the teaching period
The course is designed and run according to the principles of case-based learning. The teacher is giving continuous feedback by engaging and moderating extensive class discussions as well as by responding to the students’ case analyses and questions in every class. Furthermore, students will receive formative feedback on their mandatory home assignments both from the teacher and in form of mandatory peer-reviews from other students, which will be done on the CBS endorsed peer-review module Peergrade on Canvas. Finally, the teachers are available for more individualized feedback during their office hours.
Student workload
Lectures 30 hours
Preparation for class 80 hours
Group assignments and feedback 70 hours
Exam (incl. preparation) 30 hours
Further Information

Minor changes may occur to this course description until 30 June.

Expected literature

The following list is only suggestive. Please, check the online curriculum for the final readings.

 

Cases:

  • Lara, Andreu and Sieber "Knowledge management at Cap Gemini Ernst & Young." IESE Business School.
  • Alaimo and Marton "URfashion: Folksonomies and assisted discovery on social media platforms." LSE & CBS.
  • Coles, Lakhani and A.P. McAfee "Prediction markets at Google." Harvard Business School.
  • Wang, Xu and Pan "Blockchain: A New Solution for Supply Integrity." Ivey Publishing.

 

Journal papers:

  • Malone, Laubacher and Dellarocas (2010) The collective intelligence genome. MIT Sloan Management Review.
  • Ho and Chen (2007) New product blockbusters: The magic and science of prediction markets. California Management Review.
  • McKinney and Yoos (2010) Information about information: A taxonomy of views. MIS Quarterly.
Last updated on 29-01-2026