OVERVIEW

The course analyzes digital transformation processes as an opportunity to rethink organizational action and work processes. It adopts an analytical and critical perspective that considers technology as a regulatory instrument of organizational action, without offering prescriptive solutions.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to delve into the issues of organizational change in the digital transformation through critical analysis of research materials and original insights generated by students organized into working groups under the coordination of instructors. Developing skills in gathering, analyzing, and discussing data and research findings is a specific objective of the course, alongside the development of new knowledge regarding specific issues of organizational change in the digital transformation.

AIMS AND LEARNING OUTCOMES

By the end of the course, students will be able to:

• Demonstrate knowledge and understanding of major theoretical approaches to organizing in contexts of digital transformation and key concepts relating to the relationship between technology and organizational change.

• Apply the acquired knowledge to the analysis of complex organizational situations, critically interpreting the processes of adoption and non-adoption of digital technologies.

• Make autonomous judgments on the use of digital technologies in organizations, critically evaluating their implications for roles, processes, and work relationships.

• Communicate clearly and effectively—using the specialist language of the discipline—ideas, issues, and solutions to both specialist and non-specialist audiences.

• Develop learning skills that enable continued independent study and exploration of organizational transformations related to digitalization.

PREREQUISITES

There are no specific prerequisites. However, a basic knowledge of organizational analysis, organizational behavior, and decision-making processes is recommended.

TEACHING METHODS

The course adopts a combination of lectures, case discussions, and group workshop activities. Materials and activities are designed to foster critical debate and the application of concepts to empirical situations. Active participation is strongly recommended and is mandatory only for students choosing the participatory track.

Students with DSA, disabilities or other special educational needs are invited to contact the teacher to agree on personalized teaching methods.

SYLLABUS/CONTENT

The course is structured into three modules. The first module introduces the key concepts of digital transformation and the main theories of organizational change. The second module consists of group-based workshop activities, in which students critically analyze the introduction of digital technologies in different contexts, with particular attention to organizational implications and transformations of work processes. Case studies and investigations cover topics such as: artificial intelligence, humanoid and non-humanoid robotics, data-driven decision-making, platform work, etc. The third module is dedicated to the presentation and discussion of the results, with a collective reflection on emerging issues and cross-cutting learning outcomes.

RECOMMENDED READING/BIBLIOGRAPHY

In the participatory track, students work in groups on specific topics, using:

• Plesner, U., Husted, E. (2022), L’organizzazione digitale, Il Mulino, Bologna;

• a Reading Package [studenti frequentanti] (including academic articles and lecture materials), available on Aulaweb;

• additional readings assigned for each specific topic.

In the non-participatory track, individual study is based on:

• Plesner, U., Husted, E. (2022), L’organizzazione digitale, Il Mulino, Bologna;

• a Reading Package [studenti non frequentanti] (available on Aulaweb);

• Zamarian, M. (ed.) (2024), Telemedicina e trasformazione delle relazioni nelle attività di cura, TAO Digital Library, Bologna (freely available at: http://www.taoprograms.org/telemedicina-trasformazione-delle-relazioni-nelle-attivita-cura).

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Classes begin in the first semester. The updated schedule will be available on the official university website: https://easyacademy.unige.it

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Participatory track:
Assessment is based on individual tests (initial test and group contribution), group assessment (project work and final presentation), and a final written exam to be taken during the official exam periods. The final written exam consists of three open-ended questions.

Non-participatory track:
Assessment is based on a written exam during the official exam periods, consisting of six open-ended questions

Erasmus students
Erasmus students can agree on alternative exam arrangements with the instructor.

Students with specific learning disabilities (SLD) or other special educational needs (SEN)
Students with specific learning disabilities or other special educational needs are invited to contact both the instructor and the departmental coordinator at the beginning of the course to arrange appropriate exam accommodations.

ASSESSMENT METHODS

The achievement of the expected learning outcomes will be assessed through different methods aligned with the course objectives and learning outcomes. Specifically:

Participatory track

• Initial test: Written exam with 3 open-ended questions (45 minutes). Goal: assess understanding of key concepts introduced in the first part of the course. Evaluation criteria: accuracy of answers, ability to synthesize, and logical consistency.

• Group work participation: Ongoing assessment throughout the project work. Evaluation criteria: individual contribution, collaboration skills, quality of interaction, and demonstrated commitment.

• Content of final paper and summary sheet: Evaluation criteria: relevance and originality of content, methodological rigor, clarity of writing, and critical analysis.

• Presentation effectiveness: Evaluation criteria: clarity, ability to engage the audience, proper use of visual aids, and time management.

• Final exam: Written exam with 3 open-ended questions (45 minutes). Goal: assess the ability to integrate and apply knowledge acquired during the course. Evaluation criteria: relevance of answers, analytical depth, argumentative coherence, and proper use of disciplinary terminology. If students achieve an excellent score (9–10 points) on two out of three questions and a low score on one, they may choose to take an additional oral exam or register the obtained grade.

Non-participatory track

• Final exam: Written exam with 6 open-ended questions (60 minutes). Goal: assess knowledge and understanding of the assigned texts. Evaluation criteria: relevance of answers, accuracy of content, synthesis ability, and appropriate use of specialist terminology. If students achieve an excellent score (4.5–5 points) on four out of six questions and a low score on one or two, they may choose to take an additional oral exam or register the obtained grade.

FURTHER INFORMATION

The lecturer analyzed and considered the results of the teaching evaluation questionnaires relating to the previous academic year. For updates, supplementary materials, and any other information, students are invited to regularly check the Aulaweb course page.