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2026/2027 KAN-CDIBV2501U Critical Perspectives on Digitalisation
| English Title | |
| Critical Perspectives on Digitalisation |
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 |
| Min. participants | 30 |
| Max. participants | 80 |
| Study board |
Study Board for Digitalisation, Technology and
Communication
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| Programme | Master of Science (MSc) in Business Administration and Digital Business |
| Course coordinator | |
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| Teaching methods | |
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| Last updated on 20-01-2026 | |
Relevant links |
| Learning objectives | ||||||||||||||||||||||||
Students who complete this course will be able
to:
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| Prerequisites for registering for the exam (activities during the teaching period) | ||||||||||||||||||||||||
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Number of compulsory
activities which must be approved (see section 13 of the Programme
Regulations): 3
Compulsory home
assignments
Each student has to get 3 out of 5 activities approved in order to qualify for the final exam. Brief, max 2 page long, reflective critical summaries synthesising and concept-mapping key readings within each of the five thematic blocks of the course outlined in the course content: (1) Big Data and Datafication; (2) AI and Automation; (3) Privacy; (4) Digital Work; (5) Human Capabilities and Human-centred Digitalisation. For each thematic area, a reading list of essentail and optional resources will be provided. Literature listed under essential readings must be read by all students; optional readings are not mandatory, although students may find it useful to at least review their abstracts/conclusions. The reflective summaries should compare and contrast the key arguments in the readings and include student's own reflections on the strengths and weaknesses of the arguments and experiences from practice. Each reflective summary should be supplmented by a concept map of the readings. At least 3 out of these 5 mandatory assignments have to be approved. All assignments are made individually. There will not be any extra attempts provided to the students before the ordinary exam. If a student cannot participate in the compulsory activities due to documented illness, or if a student does not have the activities approved in spite of making a genuine attempt, then the student will be given one extra attempt before the re-exam: one home assignment (max.10 pages) which will cover 3 mandatory activities. |
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| Examination | ||||||||||||||||||||||||
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| Course content, structure and pedagogical approach | ||||||||||||||||||||||||
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Digitalisation creates positive opportunities but also systemic challenges for indviduals, organisations, and the society. The course enables students to develop critical insights into the problematic dimensions of digitalization, addressing their beneficial as well as contentious and adverse effects on the various levels. The course prepares students to be able to critically assess the proposed technical solutions and policy interventions to reshaping the future of digitalisation in business and society. The course helps students identify simplistic, technologically-determinist arguments around digital technologies in order to guide organisations and the society in developing more nuanced, complex and multidimensional strategies, policies, approaches, and practices that address the problematic as well as positive aspects of digitalization.
The course covers the following key topics within the overall theme of impacts of digitalisation on individuals, organisations, and society: (1) Big Data and Datafication; (2) AI and Automation; (3) Privacy; (4) Digital Work; (5) Human Capabilities and Human-centred Digitalisation.
The course is grounded in relevant theories from Internet Studies, Critical AI/Data Studies, Science and Technology Studies, Platform Studies, and Human Development. The course applies these theories to real-world examples from organisational practice and policy.
The course will follow an interactive approach, where students' active participation throughout is required. To evidence active participation and ongoing learning activity throughout the course, students will be expected to reflect on their readings and participate in plenary discussions in class.
The key assignment of the course is a maximum 10 pages long paper covering one or several of the course topics. Students will choose a topic in consultation with the course convenor. As an option, a selection of possible topics will be offered by the course convenor. The paper will make an original contribution to the topic. Given the short nature of the paper, it is unlikely that there will be enough time to engage in extensive primary data collection, therefore, there will be no expectation that students will do so. A feasible written output may instead test/refute an argument or critically analyse an organisational practice or policy with literature-based evidence. It may alternatively include students researching and developing concrete solutions to how the challenging trends and practices of digitalisation could be addressed at various levels (individual, organisational, societal) and within different domains (technology, business, legal/policy). This would involve a critical review of existing literature and solutions, and offering students' own solutions based on their analysis. The paper should be clearly related to the topics of the course and demonstrate achievement of the course objectives by the student.
Students will have an opportunity to get formative feedback on their writen assignment from the course convener and their peers prior to the exam, by presenting their paper in class at 2 points during the course: mid-way through the course and towards the end of the course (timeline to be specified on Canvas prior to the start of the course). |
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| Research-based teaching | ||||||||||||||||||||||||
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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 | ||||||||||||||||||||||||
| The course is designed as a space and resource
for students to be able to build on their existing knowledge
frameworks through reading, reflection, writing and debate with
course colleagues and the course convenor.
There will be no long lectures, although sessions may involve a short opening outline of the relevant topic by the course convenor or the students as a stimulus for the plenary discussion and group work. The classes will be interactive, with active ongoing participation and contributions by students as outlined within the list of learning activities and assignments above, such as in-class presentations of reflective summaries of assigned readings by students and contribution to subsequent plenary discussions and group work. |
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| Feedback during the teaching period | ||||||||||||||||||||||||
| *Feedback by course convenor and course
participants on reflective summaries and concept maps of course
readings, in class and on Canvas
*Discussion and presentation of the papers in class *Formative feedback on the draft assignment by course convenor and fellow students *Personal consultation via office hours, in person at CBS, on Teams, and/or via email as required |
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| Student workload | ||||||||||||||||||||||||
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| Expected literature | ||||||||||||||||||||||||
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The following literature list is indicative. A finalised list of essential and optional readings will be made available on Canvas prior to the start of the course. Students are advised to wait until the definitive list is published on Canvas before purchasing any course materials.
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