 |
| Detailed information |
| Original study plan |
Bachelor's programme Business Administration 2025W |
| Learning Outcomes |
Competences |
Learning Outcomes
- Students can ground their critical assessment and reflection of socio-technical transition based on practical examples as well as theoretical arguments.
- Students understand how different socio-technical transitions can be effortfully managed at various levels.
|
|
| Skills |
Knowledge |
Learning Outcomes
- LO2: Students can apply their knowledge to different empirical settings and are able to analyze empirical cases.
- LO3: Students can find possible explanations for speed and scale of socio-technical transitions.
- LO4: Students can critically read academic texts from the field and are able to reflect and draw connections among texts as well as empirical examples.
- LO5: Students can present findings of empirical analyses in an accessible and structured way.
|
Learning Outcomes
- LO1: Students know the various sources of transitions and the various transformation processes at multiple levels of analysis. (see course topics)
|
|
| Criteria for evaluation |
In total, students have the possibility to reach 100 points.
- Active participation: Improving of the grade possible by contributing in-class (max. 5 points)
- Commentaries: 15 points (pass/fail)
- Individual reflections: 20 points
- Group work assignments: 25 points
- Group presentation + discussion moderation: 40 points
'Synchronization of learning outcomes and assessments:
- LO1: Active participation, commentaries, individual reflections
- LO2: Group work
- LO3: Group work and presentation, individual reflections
- LO4: commentaries, individual reflections, active participation
- LO5: Group presentation and discussion
Groups get feedback after each submission. Peer-feedback on the final group work and the presentation is provided through feedback tandems.
|
| Methods |
The course applies a mix of teaching methods to enhance learning opportunities and be inclusive of different learning and participation styles:
Lectures are important for situating the topic of the class in a broader context.
Invited guest speakers provide insights into challenges and processes of transition management in practice.
- Literature study/class preparation incl. individual text commentaries:
Reading and commenting of articles/book chapters to prepare the classes and dive deep into the topics (provided via Moodle).
Writing a reflection of two guest lectures will help students to apply the content of the course to ‘real life’ contexts and problems.
- Group work assignments + presentation and moderation of discussion:
The group work assignments shall help to develop a scientifically valid and transition-relevant presentation which is followed by a moderated discussion. The groups will get feedback on their assignments during the semester. The topics are randomly assigned in the second class.
|
| Language |
English and French |
| Study material |
- Amanatidou, E., Tzekou E., & Gritzas, G. (2024). Successful Niche Building by Social Innovation in Social Economy Networks and the Potential for Societal Transformation. Journal of Social Entrepreneurship, https://doi.org/10.1080/19420676.2021.1952478.
- Avelino, F. (2017). Power in Sustainability Transitions: Analysing power and (dis)empowerment in transformative change towards sustainability. Environmental Policy and Governance 27: 505–520.
- Geels, F. W., & Schot, J. (2007). Typology of sociotechnical transition pathways. Research Policy, 36(3): 399–417.
- Geels, F. W. (2019). Socio-technical transitions to sustainability: a review of criticisms and elaborations of the Multi-Level Perspective. Current Opinion in Environmental Sustainability, 39, 187-201.
- Hielscher, S., Wittmayer, J.M., & Dańkowska, A. (2022). Social movements in energy transitions: The politics of fossil fuel energy pathways in the United Kingdom, the Netherlands and Poland. The Extractive Industries and Society, 10, 101073.
- Kenner, D., & Heede, R. (2021). White knights, or horsemen of the apocalypse? Prospects for Big Oil to align emissions with a 1.5°C pathway. Energy Research & Social Science, 79, doi.org/10.1016/j.erss.2021.102049.
- Mastini, R., Kallisa, G., & Hickel, J. (2021). A Green New Deal without growth? Ecological Economics, 179, 106832.
- Mazzucato, M. (2021) Mission Economy: A Moonshot Guide to Changing Capitalism. Allen Lane (Introduction): https://books.google.at/books?hl=de&lr=&id=xyWyDwAAQBAJ&oi=fnd&pg=PT9&dq=M azzucato,+M.+(2021)+Mission+Economy:+A+Moonshot+Guide+to+Changing+Capitalis m.+Allen+Lane+(Introduction).&ots=_ly8Uzbq6f&sig=0RBK_aBljQFkCO9KguM0A_6M YjM#v=onepage&q&f=false
- Seelos, C., & Mair, J. (2016). When Innovation Goes Wrong. Stanford Social Innovation Review, 14(4). https://ssir.org/articles/entry/when_innovation_goes_wrong
- Sovacool, B.K. (2021). Who are the victims of low-carbon transitions? Towards a political ecology of climate change mitigation. Energy Research & Social Science, 73, 101916.
- Sump, F., & Yi, S. (2021). Different Reasons for Different Responses: A Review of Incumbents’ Adaptation in Carbon-Intensive Industries. Organization & Environment, 34(2), 323-346. https://doi.org/10.1177/1086026619893990
|
| Changing subject? |
No |
|
