Entry requirements

General entry requirements and Mathematics 3b or 3c/Mathematics C, Social Studies 1b or 1a1+1a2, English 6

Learning outcomes

Regarding knowledge and understanding, on completion of the course, the student is expected to be able to:

• explain central concepts within IT-related change work, digital innovation and innovation processes,
• describe process- and function-oriented organizational models,
• relate digital innovation and IT-related change work to each other and discuss differences and similarities between processes, methods and tools.

Regarding competence and skills, on completion of the course, the student is expected to be able to:

• identify stakeholders and risks in IT-related change work and digital innovation,
• model activities and business processes,
• analyze operations and information technology support and make proposals for change measures,
• plan, write and provide feedback on an essay.

Regarding judgement and approach, on completion of the course, the student is expected to be able to:

• reflect on how individuals, society and organizations influence and are influenced by digital innovation systems,
• reflect on and analyze digital innovation and change management in relation to sustainability goals.

Content

The course covers the use of innovations in information technology (IT) and their digital properties for the development of business processes, and how digitalization affects people in private life, industry, and the public sector.

The course addresses how to stimulate digital innovation and bring about a change in processes in an organization. An important dimension linked to business processes and organization is to understand and anticipate the development of technology, market and customer needs. The course provides an introduction to scientific writing and also addresses ethical and sustainability aspects linked to digital innovation and change work.

Instruction

Lectures, seminars, and supervision.

Assessment

The course is examined through an essay, assignments, and seminars.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator or a decision by the department's working group for study matters.