• Demonstrate knowledge of concepts and theories pertaining to the XXIst century workplace
• Compare and assess the concepts and theories in the study of the XXIst century workplace
• Discuss the strengths and weaknesses of the concepts and theories assessed against empirical cases (country and business) pertaining to the XXIst century workplace
• Critically discuss the advantages and disadvantages of various tools to achieve an adequate XXIst century workplace from a management and employee perspective
• Be able to draw in empirical material (country and business cases and data) to illustrate the theories and concepts examined during the course

How is work changing? How can the future workplace be designed to mutually benefit managers and employees? This interdisciplinary course examines the forces reshaping today’s workplace - from digitalization, automation, and AI - to shifting expectations around flexibility, care, and work–life balance. We explore how novel workplace practices, such as hybrid work, the 4-day week, demographic change, and rising demands for equality affect organizations and workers differently, with gender as a cross-cutting theme. Flexibility and technological change has advantages, as demonstrated during the COVID-19 pandemic or the productivity boost that AI can entail, but also challenges, like the polarization of the labour market into high-skilled managers and engineers and low-skilled routine workers, persisting gender inequality in unpaid care task and career opportunities, and AI surveillance on workers with negative repercussions for their well-being at work, and their basic labour rights.

 There are several sub-themes in this course, including: 

1. Trends and policies pertaining to the labour market, in particular the prevalence of the service economy and a highly educated work-force – with women having qualifications equivalent to men; the role of AI and automation for jobs displacements, but also improvements
2. Societal structures to accommodate working parents (especially early childhood education and care and parental leave); ethical considerations of firms in a globalized world.
3. Managing the changing workplace, including remote work, diversity and inclusion, including women on boards and in management positions; accommodation of work-life balance policy for men and women, use of AI at the workplace.

The course will be taught through a combination of different pedagogical techniques, including lectures, in-class exercises (with real-world data bases), case-based sessions, field visits (or visits from practitioners) and a role-playing simulation. Feedback is provided during the lectures and the exercises, and students can make individual appointments during office hours of the lecturers. We draw on work from multiple disciplines, including international business, public policy, HR management, and strategy. By the end of the course, you will have a critical and applied understanding of what the XX1st century workplace looks like and the tools to evaluate which emerging practices truly create more inclusive, flexible, and sustainable workplaces.

The course at a glance

(Total: 38h).

Course sessions

1.Introduction; Global technology & labour market transformations (MA, 3h lecture)

This session introduces students to the key technological trends shaping labour markets and the resulting inequalities in employment opportunities and wages. Automation and digitalization transform the demand for skills, reshape occupational structures, and contribute to job polarization between high- and low-wage sectors. These dynamics can also differ across welfare regimes, as education, training, and social protection policies mediate the effects of technological change. The session highlights the tension between innovation-driven productivity gains and the social costs of displacement, encouraging students to reflect on what “future-ready” labour markets might look like.

Readings:

Acemoglu, D., & Restrepo, P. (2018). The Race Between Man and Machine: Implications of Technology for Growth, Factor Shares, and Employment. American Economic Review, 108(6), 1488–1542. https://doi.org/10.1257/aer.20160696

2.  Feminist Economics, Unpaid Reproductive Work, and Demographic Challenges (MA, 2h lecture)

This session explores how feminist economics broadens our understanding of the economy and labour markets by recognizing the central role of unpaid reproductive work. We examine how traditional economic models have historically undervalued or excluded reproductive labour, and how this invisibility shapes gender inequality, demographic trends, and welfare policy. The session links feminist economic theory to current demographic challenges, including ageing populations, fertility decline, and care deficits, discussing how these pressures affect both public policy and business strategies.

Readings:

Holten, E. (2025). Deficit: How Feminist Economics Can Change Our World. London: Penguin Books

Extra readings:

Orloff, A. S. (2009). Gendering the Comparative Analysis of Welfare States: An Unfinished Agenda. Sociological Theory, 27(3), 317–343.

3. Debating on technology, labour, and social reproduction (MA, 3h exercise)

This session is dedicated to deep, text-based engagement with the required readings by Acemoglu & Restrepo (2018) and Holten (2025). Students work in small groups to analyse core dimension of the texts: main argument, mechanisms, implications for contemporary labour markets, substantive critique, and confront texts against each other. The second part of the class is a structured peer-questioning exercise where groups interrogate each other’s interpretations. The session develops students’ ability to read, reason and critique complex arguments, while also strengthening their oral communication skills.

4. Social investment and labour markets: institutional features and main longitudinal trends (CdlP, 3h lecture)

This session focuses on how different groups of countries – conceptualised as ‘welfare/social investment regimes’  - support or constrain employment of men and women. In this conjunction, we also conceptualise and discuss different gender roles on the labour market and in the family sphere.  Empirically, we touch upon the actual vs. the formal work week, employment rates, and availability of early childhood education and care (ECEC) for parents as well as parental leave.

Readings:

Lewis, J. (1992). Gender and the Development of Welfare Regimes. Journal of European Social Policy, 2(3), 159-173. https://doi.org/10.1177/095892879200200301

Kvist, J. (2015). A framework for social investment strategies: Integrating generational, life course and gender perspectives in the EU social investment strategy, Comparative European politics, 13(10), 131-149.

Extra readings:

Kowalewska, H. (2023). Gendered employment patterns: Women’s labour market outcomes across 24 countries. Journal of European Social Policy, 33(2), 151-168. https://doi.org/10.1177/09589287221148336

5. Denmark’s model for work-life balance: case-based session (CdlP, 3h case)

This session focuses on the evolution of the notion of work-life balance, reflected in societal developments over time. It considers developments globally. Then it focuses on Denmark’s case of work-life balance, where students will work together on the basis of a case in order to identify key aspects of work-life balance, ranging from policy to practice and the role of the work-place.

Readings:

Guest, D. E. (2002). Perspectives on the Study of Work-life Balance. Social Science Information, 41(2), 255-279.  https://doi.org/10.1177/0539018402041002005

Wood, J., Oh, J., Park, J., & Kim, W. (2020). The Relationship Between Work Engagement and Work–Life Balance in Organizations: A Review of the Empirical Research. Human Resource DevelopmentReview, 19(3), 240-262. https://doi.org/10.1177/1534484320917560

Case to purchase for in-class work:

Denmark’s Model for Work-Life Balance: Lessons to emulate, case no. 225-0025-1

6. Gender Equality and Diversity in Firms (CdlP, 2h case)

During this session, we will be looking at how (gender) equality plays out at the firm level. Key concepts related to challenges to gender equality are reviewed, including  the main concepts, such as glass-ceilings, glass-cliffs and the child penalty. The factors that explain possibilities for women to reach the top of their organization is reviewed.  

Readings

Cook, A., & Glass, C. (2014). Women and Leadership. Gender, Work, and Organization, 21, 91-103. https://doi.org/10.1111/gwao.12018

Henrik Kleven, Camille Landais, Gabriel Leite-Mariante, The Child Penalty Atlas, The Review of Economic Studies, Volume 92, Issue 5, October 2025, Pages 3174–3207, https://doi.org/10.1093/restud/rdae104

Kowalewska, H. (2019). Bringing Women on Board: The Social Policy Implications of Gender Diversity in Top Jobs. Journal of Social Policy. DOI: https://doi.org/10.1017/S0047279419000722

Extra readings

Haas, L., & Hwang, C. P. (2018). Policy is not enough – the influence of the gendered workplace on fathers’ use of parental leave in Sweden. Community, Work & Family, 22(1), 58–76. https://doi.org/10.1080/13668803.2018.1495616

7. Women in Leadership, Board Representation, and the Role of Quota ( NS, 2 h lecture)

Building on the previous session, this session explores the policies and trends shaping workplace dynamics, with a focus on women's representation in management and board roles. We will examine the impact of gender quotas, analyze their effectiveness in driving diversity, and discuss the broader implications for organizational performance and leadership. Insights into global practices and challenges will provide a comprehensive understanding of this critical topic.

Readings:

Matsa, D. A., & Miller, A. R. (2013). A female style in corporate leadership? Evidence from quotas. American Economic Journal: Applied Economics, 5(3), 136-169.‏

Terjesen, S., Aguilera, R. V., & Lorenz, R. (2015). Legislating a woman’s seat on the board: Institutional factors driving gender quotas for boards of directors. Journal of Business Ethics, 128, 233-251.‏

8. Executive Personality and Gender Dynamics: Shaping Leadership Dynamics (NS, 2h lecture)

This session explores the intersection of executive personality and gender dynamics in shaping leadership diversity. We will analyze how different personality traits in leaders influence decision-making, leadership styles, and organizational culture. The session will also address the impact of gender on leadership behaviors and opportunities, highlighting strategies to foster inclusive leadership and promote diversity at the top levels of organizations.

Readings

Landay, K., Harms, P. D., & Credé, M. (2019). Shall we serve the dark lords? A meta-analytic review of psychopathy and leadership. Journal of Applied Psychology, 104(1), 183–196.

9. Gender diversity at the workplace: DUOLINGO (NS, 3h case)

This interactive session delves into the case study "Gender Diversity Initiatives at Duolingo," examining gender disparity in the tech industry and strategies for fostering diversity in the workplace. We will explore Duolingo’s challenges in hiring women software engineers, the organizational changes that successfully achieved gender parity, and the broader implications for diversity beyond gender. Through discussion and analysis, we will critically assess the effectiveness of Duolingo’s initiatives and consider how similar strategies might be applied in other organizations to promote an inclusive and equitable work environment.

Case to purchase for in-class work:

https://www.thecasecentre.org/products/view?id=168483  

10. Diversity and inclusion (NS, 3 h simulation game)

This session provides a hands-on simulation to help students explore the benefits and considerations of diversity and inclusion in the workplace. Students will work in groups to perform tasks that demonstrate the positive impacts of diverse teams, as well as the challenges that may arise.

Readings:

Dezsö, C. L., & Ross, D. G. (2012). Does female representation in top management improve firm performance? A panel data investigation. Strategic management journal, 33(9), 1072-1089.‏

Adams, R. B., De Haan, J., Terjesen, S., & Van Ees, H. (2015). Board diversity: Moving the field forward. Corporate Governance-An International Review, 23(2), 77-82.

‏

11. AI for diversity and inclusion (NS, 2 h lecture)

This session examines the transformative potential of Artificial Intelligence (AI) in advancing diversity and inclusion within organizations. We will explore how AI-driven tools can identify biases, enhance recruitment practices, and promote equitable opportunities. The session will also address the ethical challenges of using AI, emphasizing the importance of responsible implementation to ensure fairness and accountability.

Readings:

Daugherty, P. R., Wilson, H. J., & Chowdhury, R. (2019). Using artificial intelligence to promote diversity. MIT Sloan Management Review.

Avery, M., Leibbrandt, A., & Vecci, J. (2024). Does artificial intelligence help or hurt gender diversity? Evidence from two field experiments on recruitment in tech.‏

12. AI and the workplace (CH, 3 h lecture & exercise)

In this session, we will engage with the implications of state-of-the-art generative AI (GenAI) and the implications for work. The session will frame GenAI as a general-purpose technology and show how the trajectory of development will shape workplace dynamics as seen from both the worker’s and manager’s perspective. We will discuss the tension between task-specific capabilities of GenAI compared to human jobs’ bundles of tasks and consider the development of GenAI systems that increasingly handle bundle of tasks as well. The session will also include a custom-made case that puts the students in the manager’s shoes in a situation where they have to figure out how (or whether) adopting AI is beneficial and what it means for the workplace as a whole.

Readings

Dell’Acqua, F., McFowland III, E., Mollick, E. R., Lifshitz-Assaf, H., Kellogg, K., Rajendran, S., Krayer, L., Candelon, F., & Lakhani, K. R. (2023). Navigating the Jagged Technological Frontier: Field Experimental Evidence of the Effects of AI on Knowledge Worker Productivity and Quality (SSRN Scholarly Paper 4573321). Social Science Research Network. https://doi.org/10.2139/ssrn.4573321

Eloundou, T., Manning, S., Mishkin, P., & Rock, D. (2024). GPTs are GPTs: Labor market impact potential of LLMs. Science, 384(6702), 1306–1308. https://doi.org/10.1126/science.adj0998 (preprint version available for download at https://arxiv.org/abs/2303.10130)

13. AI management in delivery platforms: the case of Glovo (MA, 3 hour case-based session)

This session is a case-based exercise using the Glovo platform courier case. Glovo is a Spanish delivery platform with works similarly to Just Eat or Wolt in Denmark. It illustrates how algorithmic management structures work, incentives, and self-exploitation in gig labour. Students divide into groups, with each group preparing one question connecting the case to the lecture themes on AI management and contemporary transformations of labour. In the second half of the session, we bring the questions together and discuss them collectively, based on the case of Glovo.

Readings

Vieira, T. (2023). Platform couriers' self‐exploitation: The case study of Glovo. New Technology, Work and Employment, 38(3), 493-512.

14. Best places to work: Field Trip (CdlP, 2 h visit)

We will visit a company that has been recognized on the best places to work ranking. We identify the factors making it a workplace valued by employees and by management, including an explicit focus on gender, equality and inclusion.

15. Course Overview and studying for the exam (CdlP, 2h lecture)

We will review the course content, recap key concepts, and discuss how these lessons can be applied in real-world organizational settings to foster more gender-equal and inclusive environments.

• Classic and basic theory
• New theory
• Teacher’s own research

• Analysis
• Discussion, critical reflection, modelling
• Peer review including Peer-to-peer
• Students conduct independent research-like activities under supervision