the kaospilot curriculum -...
TRANSCRIPT
The KaosPilotCurriculum
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Table of contents
Preface 41. Mission statement 52. The values of the program 6
3. Goals 7 4. Professional profile 8
5. Learning 125.1. Pedagogy 125.2. Competence model 145.3. Coaching 16
6. Course descriptions 186.1. Creative Business Design (general description) 206.2. Creative Project Design (general description) 226.3. Creative Process Design (general description) 246.4. Creative Business Design (1st and 2nd semesters) 25
6.4.1. Business development and 25entrepreneurship 1
6.4.2. Value creation and finance 1 27
6.4.3. The market 1 – public relations, 28customers, and understanding the marketplace
6.4.4. Society 1 - ethics and sustainability 296.4.5. Society 1 - the creative alliance 30
6.5. Creative Business Design (4th semester) 326.5.1. Business development and 32
entrepreneurship 26.5.2. Value creation and finance 2 336.5.3. The market 2 346.5.4. Society 2 - the fourth sector 356.5.5. Society 2 – globalisation 36
6.6 Creative Project Design (1st and 2nd semesters) 376.6.1. Project understanding 1 – project models 37
and project initiation6.6.2. Research and theory of science 386.6.3. Dynamic project management 1 – 39
project leadership and visualisation6.6.4. Project context 1 - Idea and 40
communication
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6.7. Creative Project Design (5th and 6th semesters) 426.7.1. Dynamic project management 2 – 42
project development and projectmanagement
6.7.2. Project context 2 – market, need, 43and research
6.8. Creative Process Design (1st and 2nd semesters) 456.8.1. Team-building processes 456.8.2. Learning and learning processes 466.8.3. Creative processes 476.8.4. Systems thinking 496.8.5. Personal leadership (the body as a tool) 50
6.9. Creative Process Design (3rd semester) 526.9.1. Change management 526.9.2. Process consultation 54
6.10. World-based placement 567. Examinations 58
7.1. Creative Project Design (2nd semester) 597.2. Creative Process Design (3rd semester) 61
7.3. Creative Business Design (4th semester) 637.4. Final Individual Examination 65
8. Program structure 689. The rules of the game 7010.Transfer of credit 7211.Dispensation 73
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Preface
This document contains the official description of the content andstructure of the KaosPilot 3-year program, the standard of which isequivalent to a professional bachelor degree. The curriculum isspecifically intended for students, teachers, censors, businesspeople, and The Ministry of Education.
This document, together with “The KaosPilots’ Regulations”,constitutes the official description of the contract between theKaosPilot school and the individual student who participates in the3-year education program.
The KaosPilot educational curriculum is based on the criteria for aprofessional bachelor degree, as outlined by the Ministry ofEducation on April 18th, 2002. This can be accessed at:http://us.uvm.dk/videre/generelt/generelt/profes.html?menuid=2510
Chapter 1 of this document outlines the purpose of the program,
Chapter 2 the fundamental values that the program is based upon,and Chapter 3 the aims and organisation of the program. Chapter4, the Professional Profile, states the types of function that fullyqualified KaosPilots can assume, as well as the societal function ofthe program. Chapter 5, Learning, describes the school’spedagogy and methods, and chapter 6 provides a thoroughtreatment of the program’s course descriptions and outlines theacademic content of the program’s three core skills and theunderlying disciplines. Chapter 7 describes the examination andevaluation criteria, followed by Chapter 8 to 11, which state theprogram’s organisation, rules, course concessions and exceptions.
The curriculum has been approved by the KaosPilots’ Board ofDirectors and by the staff-student committee. It is valid as ofSeptember 1st, 2004.
Uffe Elbæk
Principal
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1. Mission statement
To educate innovative, international and socially orientedentrepreneurs and entrepreneurial profiles through thedevelopment of qualifications and competencies within:• Creative Business Design• Creative Project Design• Creative Process Design
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2. The values of the program
The program and the school operate according to the followingvalues:.
Playful
Working and studying at the KaosPilots should be characterised byan enjoyment of work, creativity, and curiosity.
Real World
Projects at the KaosPilots always involve external partners and arebased on real needs and problems in society.
Streetwise
The KaosPilots, are curious about tendencies and trends insociety, in both the cultural and business worlds.
Risk-taking
Without the courage to experiment – and thereby the risk of failing– there is no renewal.
Balance
The KaosPilot school is a living organism that strives for coherenceand balance between body and soul, the individual and community,and between the local and the global.
Compassion
The KaosPilots do not strive to be the best school in the world, butthe best school for the world.
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3. Goals
The primary goal is for the student to acquire qualifications(knowledge) and competencies (know-how) in order to be able to:• Initiate, design and start up a business• Initiate, design and carry out projects• Initiate, design and carry out a process and method design
General goalsThe general goals that are applicable to all or parts of theeducational program:• To work with a practice-oriented project-based teaching
method, supported by theory.• That all project work has a creative or innovative dimension• That the student acquires knowledge and practical experience
in working from a value-based perspective• That the student acquires knowledge and practical experience
in implementing ethical and social responsibility.• That the student acquires knowledge and practical experience
in being part of an international context.• That the student can demonstrate a nuanced attitude towards
questions affecting the surrounding world.• That the teaching reflects the six values of the KaosPilots.
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4. Professional profile
Background
In the early nineties there was a fast growing focus on projectwork, a tendency that was particularly noticeable in the cultural andknowledge milieus. An outcome of this was the establishment ofthe KaosPilots as an alternative project leadership program in1991.
At the beginning of the new millennium it is clear that this trendwas not a short-lived fad, but rather a condition that is continuing toaccelerate, necessitating faster changes in society and with anincreasing focus on the flexibility and adaptability of organisationsand employees.
The social demands that are placed upon actors in society are alsoincreasing, in that pressure on the welfare system, multiculturality,and the need for environmental sustainability place new andcomplex demands on businesses and organisations. At the sametime, an increasing number of social researchers are emphasisingthat the development of society is dependent on the ability togenerate ideas, including the development and design of newservices, products, organisational forms and companies.
“Entrepreneurship is not just about starting your own company;starting something new is important everywhere in our society.Whether one is employed in the public sector, a private company,is a student, or an independent businessperson, it is important tounderstand the value of improving, changing and creatingsomething. If we are to survive international competitivness, theninitiative and creative forces must be set free.”
(Helge Sander, Minister for Science, Technology and
Development, September, 2003)
There are therefore an increasing number of demands placed onemployees and leaders to relate and react to a complex worldunder constant change. The KaosPilots’ point of departure is theformation of dynamic agents and leaders who can work in holistic
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ways that focus on new ways of thinking and are financially andsocially sustainable.
Field of expertise
The professional focus of the KaosPilots on both culture andbusiness makes the creative industries the field of specialisationfor fully qualified KaosPilots. However, a KaosPilot possesses aqualification and competencies profile that is applicable to andacross all sectors of society. The traditional sectors in society – the
public, the private, and the voluntary - have of late been undermassive pressure to change.
The public sector is under pressure from citizens to be morefinancially efficient, more flexible in its organisation, and to have agreater focus on the individual. The private sector is underpressure from shareholders to give a greater financial dividend,whilst the public demands transparency in annual accounts and fora greater social responsibility and environmental sustainability. Thevoluntary sector is experiencing demands by the public authoritiesthat finance the projects of the various organisations to makeresults more visible and quantifiable. All of this is occurring whilstthe public demands knowledge of the financial and decision-making criteria.
The pressures for change on the three traditional sectors havecreated the conditions and outline of a new fourth sector. A sectorof society that is “populated” by companies, institutions andorganisations that consciously work at synergising elements andprinciples from the three old sectors. These fourth sectorcompanies, organisations, and institutions are characterised by:• being self-financing, and operating under the rules of the free-
market.• aiming to pass on financial surplus to the ‘public good’.
• desiring an organisational culture that resembles that of avoluntary organisation. This should be understood as a value-based organisational culture that is driven by individualgoodwill, enthusiasm and motivation.
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The KaosPilots view themselves as an educational institution thatis an example of such a fourth sector business, and the KaosPilotsexpect to continue to educate individuals for this new sector in thefuture.
The KaosPilot
A KaosPilot is an agent of change who takes the initiative to startup new activities, projects and businesses. A KaosPilot actsdynamically and with an eye for alternatives within social systems,
organisations and networks in order to solve defined assignmentsand create new opportunities.
A KaosPilot is a generalist who operates across fields, whocombines widely varying knowledge and competencies, andtherefore has the potential to be a creative and motivatingcoordinator across different specialisations. The core skill issituation-based leadership and the ability to develop and carry outprojects and business designs. A KaosPilot is able to generaterelevant solutions to complex problems by developing ideas,structuring, carrying out research, analysing, coaching andcommunicating to the given target group or client.
A KaosPilot is dynamic, entrepreneurial, responsible, social, brave,persevering, creative and curious.
The program stresses a broad and visionary knowledge on societalconditions, leadership, art, politics, ethics and sustainabledevelopment.
Typical tasks for a KaosPilotA KaosPilot can be self-employed or work for any private businessor public organisation where the tasks are challenging, creative
and project-oriented. The typical tasks that a KaosPilot is capableof carrying out are:• Business development.• Project leadership.• Process leadership.• Idea development.• Organisational development.
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• Human Resource Management.• Strategy development.• Competency development.• Course design.• Communication tasks.• Event design.
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5. Learning
5.1. PedagogyThe increasing rate of change and the resulting focus on the abilityof organisations and employees to be flexible, adaptable andinnovative has lead to a more general focus on competencedevelopment and learning in the workplace. The focus on theoverall ability of organisations to learn and develop in line with thesurrounding society also includes an increased focus on theindividual employee’s development and learning in the workplace.The ability to acquire competencies through reflection overpractice, also called “action learning”, is therefore a central andnecessary aspect for the individual employee/employer. TheKaosPilots’ fundamental approach to teaching is therefore basedon promoting learning through reflection over practice. TheKaosPilots’ pedagogical focus is on the dynamic interplay betweenpractice and theory - that in order to grasp something, you have tograb it!
Learning design
It is the school’s aim to create an exploratory and motivatinglearning environment with the student in the centre that achievesownership of the process and responsibility for one’s own learning.Learning processes are created that are based upon fundamentalprinciples. This means that the teaching at the KaosPilots must be:• Grounded in practice• Intentional and meaningful• Supported by knowledge• Reflective in practice• A natural progression
• Experimental• Involving
PracticeProject-pedagogy, whereby the students solve concreteassignments commissioned by external clients, organisations or
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businesses, is the primary teaching method supplemented byexercises and theory-based teaching.
Intentional and meaningfulLearning at the KaosPilots is based on formulated goals, primarilyin the current curriculum, and seen in relation to the KaosPilots’three core skills: Creative Project Design, Creative Process Designand Creative Business Design.
The learning process at the KaosPilots is designed so that thestudents are aware of the professional focus, the learning goalsand the learning process.
Supported by knowledgeExercise and practical-oriented teaching is mainly provided byqualified external lecturers who are experts in their relevant subjectareas, and have an insight into current developments within theirfield of specialisation. The three core skills are backed by atheoretical syllabus that creates the professional-theoretical ballastand basic knowledge that is the prerequisite for qualified dialogue
and reflection. The purpose of the syllabus is furthermore to inspireand put into perspective the insight and knowledge gained throughproject work. Likewise, situation-based teaching materials such assupplementary literature, web-sites, or handouts are also widelyused.
Reflective practiceThrough on-going reflection over practical experience, the studentsdevelop their qualifications and competencies. Reflection is anintegral part of the learning process of group-work, on the student’sown initiative, and as part of a coaching session.
A natural progressionThe learning process is planned in such a way as to challenge thestudents’ existing knowledge. Throughout the program, the order ofteaching is planned such that the goals of the program can befulfilled and the student experiences a natural progression thatallows for optimal professional development.
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In the first half of the program most of the work is group and team-based, whereas in the second half of the program the work ismostly individual.
ExperimentalExploring current and potential tendencies within the fields ofstudy. In conjunction with the choice of projects and methods, themajority of the teaching is intended to be experimental such thatthat it acquires the character of development-oriented laboratories.The purpose is therefore not only to acquire existing knowledge,but to also have the potential to develop new perspectives and newknowledge.
InvolvingThe learning process aims to be attractive, challenging,meaningful, to give the possibility of influence, and to reflect theKaosPilots’ six values.
The learning environmentThe main learning environment for the students is at the school,and the development of qualifications and competencies occursthrough participation in the organised learning process. Thelearning and/or project sessions are typically every day from 9amto 4pm. In limited periods the students are allowed extra time tostudy the literature and to work individually, such as whenpreparing for the examinations.
5.2. Competence model
The KaosPilot program is based on practical experience. The mainpurpose, therefore, is not just for the students to build up their ownknowledge and competencies, but also their ability to convert theseto action in the appropriate situations and contexts. The KaosPilotprogram is designed not only with the aim of acquiringqualifications – knowledge - but also competencies – the abilty toact - within the KaosPilots’ area of expertise.
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Competencies are understood by the KaosPilots not only as beingin relation to a given situation or context, but also as an integratedpersonal characteristic, as opposed to qualifications thattraditionally belong to a specific discipline. In this respect, theKaosPilots consider that the areas of study and personaldevelopment neither can nor should be separated, although thestudy goals are considered to be the primary objective.
The KaosPilots’ competence modelWith the aim of fulfilling the aforementioned goals, the KaosPilotsbase the teaching on the following competence model:• Discipline-specific competence/the ability to master a
discipline.• The competence to form relationships.• The competence to undergo change.• The competence to take action.• The competence to form opinions.
Developing the whole person – self-knowledge - forms the basisfor action within the KaosPilots’ field of expertise.
Discipline-specific competence/the ability to mastera discipline
The knowledge and competencies that are necessary to master aspecific situation or assignment within process, project, andbusiness design. The term discipline-specific competence is acollective term for qualifications and competencies outlined in thefollowing course descriptions.
The competence to form relationships
The ability to interact with other people and to relate constructivelyto them. The ability to collaborate on common assignments andgoals, to create and maintain contact and trust, to understand andrespect others’ needs and interests, to develop and make use ofinfluence and communication channels, to work with and resolveconflicts as well as personal assertion.
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The competence to undergo change
The ability to think in new terms and the ability to learn – and learnquickly. The ability to manage ambiguity, complexity andturbulence. An understanding of development and change, and theability to adjust and/or unlearn inappropriate habits. Curiosity and adesire to experiment, the ability to focus on possibilities rather thanproblems, and to combine competencies from various areas.
The competence to take action
The ability to convert values, visions, knowledge, insight,experience and situational understanding to practical, goal-orientedaction. The ability to display initiative, to set goals, prioritise andmake decisions.
The competence to form opinions
The ability to analyse, interpret and understand the societal,cultural, social, economic and organisational contexts in which agiven process-, project- or business design initiative is beingcarried out.
Implementation
The competence model serves as a tool for the students, with
which they can observe their study-related development and setappropriate developmental goals for themselves. The competencemodel is also a tool for the teaching staff in connection with thepreparation of course content. The external lecturers areencouraged to relate their focus or subject to the competencemodel. The competence model can also be used in coachingsessions.
5.3. CoachingCoaching is a central element in the relationship between thestudent and the teaching staff in charge of coaching. Studentshave the right to a minimum of 2 or 3 coaching sessions per year.The overall purpose of a coaching session is to heighten thestudent’s competencies with regard to taking charge of their own
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study-related development and thereby optimise their learningprocess.
AimCoaching should lead to:
PerformanceThe ability to clarify one’s own goals and visions with regard to thelearning process, as well as to plan a strategy for achieving thesethat is in accordance with the study-related demands.
CorrectionTo develop the students’ understanding of their strengths andweaknesses so that they are able to adjust their own behaviour.
Self-activationTo enable the student to create and take part in activities thatpromote study-related, creative, and personal development.
Coaching in generalThe KaosPilots perceive coaching to be about unfolding humanpotential and thereby maximising learning, development, andperformance. It can best be described as an approach that isaimed at helping people to learn, rather than merely teaching them.Coaching is characterised by:• focussing on the student’s own practice and experience of a
situation• aiming to develop the student’s study-related qualifications and
competencies.• the session being driven by reflection over the practical work
and being free from forces action (demands).• the starting point being the student’s particular situation.
A relationship is established in the coaching session that enablesthe student to reflect, understand and act with regard to thesituation that is relevant for their own learning process.
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6. Course descriptions
The course descriptions describe the study-related focus andcontent of the program. These are formulated by the KaosPilot’steaching staff and can be adjusted or developed after approval bythe staff-student committee.
Course overviewThe program consists of three core courses that together include20 underlying themes, called disciplines. The disciplines aretypically developed as a study-related focus in conjunction withpractical project work, although for the individual as anindependent module. Work on a concrete project will often focuson several study-related disciplines.
An exampleThe core course Creative Business Design includes the discipline“Market 1” (the understanding of PR, clients, and markets), wherethe students as a group or class solve a marketing assignment for
a real client. The project work is backed by theory and experience-based input from external lecturers, and the client provides thestudents with feed-back about the strengths and weaknesses ofthe assignment solution. The students or the client’s marketingteam then carries out the campaign or elements of it.
The structure of the curriculumSections 6.1. to 6.3. provide a description of the core courses atthe general level:• Goal setting• Background• Teaching overview (overview of the disciplines)
Sections 6.4. to 6.9. describe the disciplines:• Learning goals• Qualifications (the study-related focus that refers to the themes
that the students are to gain knowledge of)• Competencies (the study-related focus that refers to the know-
how that the student will have mastered)
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• Knowledge foundation• Literature• Supplementary literature• Form and content• ECTS points
The course descriptions are converted to learning processes andproject processes by the team leader(s) and are described for thestudents in weekly course outlines. The team leaders are alsoresponsible for organising the program of external lecturers thatwill undertake the teaching of the particular disciplines and fulfillingthe study-related goals.
Semester overviewThe program consists of three periods, each with a specific theme.
1st year: Basics2nd year: Specialisation3rd year: Innovation
Basics
1st and 2nd semesterA general and broad introduction to the whole KaosPilot area ofstudy, with particular focus on Creative Project Design. Concludeswith an examination in Creative Project Design.
Specialisation
3rd semesterSpecialisation in the core course Creative Project Design,concluding with an examination.
4th semesterSpecialisation in the core course Creative Business Design,
concluding with an examination.
Innovation
5th and 6th semester
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The focus is on enabling the student to develop their personalstudy-related profile through teaching, external placements and theindividual final examination.
6.1. Creative Business Design(general description)
Course aimsKaosPilots must acquire a general understanding and knowledgeof business development in order to be able to design and start uptheir own business, together with contributing to the creation ofinnovation in existing businesses. Creative Business Designfocuses primarily on entrepreneurship based on the individualstudent’s personal competencies, engagement and values. Theteaching is based upon the following four themes:• Entrepreneurship (business planning and development)• Value creation (financial)• The market (the understanding of clients and markets)
• Society (the surrounding context)
Background
The speedy rate at which information technology is developingtogether with the relatively free movement of goods across nationalborders both contribute to the globalisation of markets, increasedcompetition, and the relocation of labour to low-wage countries.This development, along with new consumer and lifestyle trends,has created the tendency for products and services to have ever-shorter life-spans, and that there is a latent demand for new,innovative and meaningful products and services. Large demandsare placed on modern organisations and businesses to be able to
innovate and change. At the same time, this is a context thatcontains latent potential for creative, entrepreneurial profiles withthe ambition to start their own business.
Creative Business Design qualifies the student to solveassignments for organisations that need to develop their area ofbusiness. This also gives the student the basis to accommodate
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demands and act constructively in relation to starting their ownbusiness. The KaosPilots, moreover, encourage the student not tocompromise their ethics or personal values and interests, butinstead to consider these as part of the foundation for theenterprise.
Creative Business Design is defined as creative businessconcepts, including the products and services that a businesssupplies, and the underlying principles and processes thatdetermine the organisation’s expansion and development. CreativeBusiness Design encompasses entrepreneurship, business theory,market analysis, finance and societal conditions, and aims toenable the qualified KaosPilot to realise a business idea that ischaracterised by being financially and socially sustainable andbased on personal motivation.
Teaching outlineThe teaching in Creative Business Design is usually offered in the1st, 2nd, and 4th semesters and is divided into four central themes.These are introduced in the 1st and 2nd semesters, where the
teaching provides a general introduction to the concepts with afocus on acquiring an understanding of them. In the 4th semester,the themes are elaborated and therefore constitute the students’specialisation in Creative Business Design.
The underlying disciplines/themes are comprehensively presentedin chapters 6.4 and 6.5, where the learning targets, knowledgefoundation, literature, and form and content are described.
1st and 2nd semesters• Business development and entrepreneurship 1 (6 ECTS points)• Value creation and finance 1 (2 ECTS points)• The market 1 – public relations, customers, (4 ECTS Points)
and understanding the marketplace• Society 1 - ethics and sustainability (1 ECTS point)• Society 1 - the creative alliance (1 ECTS point)
4th and 5th semesters• Business development and entrepreneurship 2 (15 ECTS points)
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• Value creation and finance 2 (6 ECTS points)• The market 2 (6 ECTS points)• Society - the fourth sector (2 ECTS point)• Society - globalisation (2 ECTS point)• Creative business design – examination (15 ECTS points)
An obligatory written examination in Creative Business Design isundertaken in the 4th semester. The individual student may alsochoose Creative Business Design as an area of focus inconnection with the individual external placement in the 5th
semester as well as with the individual final examination in theprogram’s 6th semester.
6.2. Creative Project Design(general description)
Course aims
The KaosPilot should master the project form of work and be ableto design their own or develop others’ projects, and thereby beable to initiate and carry out value-based and innovative projects.
The KaosPilot should possess theoretical insight and the relevanttools for managing and developing projects, a generalunderstanding of the various facets of project work, and the abilityto manage complex projects in collaboration with others.
The KaosPilots’ understanding of project work emphasises a focuson the dynamic aspects of project leadership and project work,such as the generation of ideas, goal and vision management,complexity and change management, group dynamics, and
motivation.
Background
There is currently an increasing focus on creating production,services and with that new jobs based on innovative ideas,relevant values and new knowledge. Modern organisations shouldtherefore be able to create innovation and manage speedy
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development and change as part of their assignments andchallenges, also in order to be able to accommodate theiremployees’ wishes for a greater degree of freedom and self-regulation in the work place.
The project form, because of its adaptability, is particularly suitablein addressing these challenges. It will therefore become crucial fortomorrow’s employees to master the project form of working.
Creative Project Design qualifies the students to define, developand solve various types of assignments for organisations andbusinesses. The project form of working thereby provides thestudent with a method that can be used in a job as a free agent,where assignments are solved on an ad hoc basis for changingemployers (clients).
Creative Project Design is defined as the development, planningand co-ordination of those assignments and processes that arenecessary in order to achieve a specified result within a particulartime frame.
Teaching outline
Creative Project Design is primarily taught in the 1st, 2nd, 5th and 6th
semesters of the program. The course is organised into threeparts: the project seen as a work form, called ProjectUnderstanding; the projects internal development andmanagement, called Project Leadership; and the project’s relationto its surroundings, called Project Context. The disciplines andthemes are elaborated in chapters 6.6 and 6.7, where the learningtargets, the knowledge foundation, the literature, and their formand content are described.
1st and 2nd semesters• Project understanding 1 - project models and (6 ECTS Points)
project initiation• Research and theory of science (4 ECTS points)• Dynamic project management 1 - project (5 ECTS points)
leadership and visualisation• Project context 1 - idea and communication (5 ECTS points)
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• Group examination (10 ECTS points)
5th and 6th semesters• Dynamic project leadership 2 (project (12 ECTS points)
leadership and project management)• Project context 2 (market, need and (6 ECTS points)
research)
An obligatory examination is taken in the form of a group projectexamination in the 2nd semester. The individual student canfurthermore choose Creative Project Design as the study-relatedfocus in conjunction with the individual world placement in the 5th
semester, as well as their individual final examination in the 6th
semester.
6.3. Creative Process Design(general description)
GoalThe aim of Creative Process Design is that the KaosPilot shouldhave a reflective understanding of processes, and as such be ableto design (develop, initiate) and carry out targeted and innovativeprocesses and demonstrate leadership.
BackgroundThe value of a business or the raison d’être of an organisation is, inthe information society, completely or partially dependent on theknowledge of the employees. This means that an organisation’sability to master the internal processes and as such their ability totransform the knowledge and competencies of the employees intoconcrete results is of vital importance. Creative Process Design inthis context is defined as the ability to create and facilitateconstructive processes that guide teams towards the realisation oftheir goals, visions and values. Knowledge is brought in fromdifferent academic fields such as psychology, pedagogy, sociology,and the organisation and management literature.
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Teaching outlineTeaching and training in Creative Process Design occurs primarilyduring the 1st to 3rd semesters. The underlying disciplines andthemes are presented in sections 6.8 and 6.9, where learningtargets, the knowledge foundation, literature, and the form andcontent are described.
1st and 2nd semesters• Group creation processes (3 ECTS Points)• Learning and learning processes (3 ECTS Points)• Creative processes (3 ECTS Points)• Systems thinking (5 ECTS Points)• Personal leadership (5 ECTS Points)
3rd semester• Change management (10 ECTS Points)• Process management (15 ECTS Points)
An obligatory examination is taken in the 3rd semester in the form ofa process examination. Each student can also choose Creative
Process Design as the focus of their individual world placement inthe 5th semester, and in their individual final examination.
Disciplines
6.4. Creative Business Design(1st and 2nd semesters)
6.4.1. Business development andentrepreneurship 1
Learning targetsHow does one start a business on the basis of one’s own personalcompetencies, interests and values, and how can one contribute to
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developing and creating initiatives, products, and services inexisting businesses?
QualificationsThe student is to acquire general knowledge about:• The entrepreneurial process• Business models• Business processes and value-creation in businesses• Financing and venture capital
CompetenciesThe student must be capable of:• formulating a qualified idea platform for a business• outlining a business plan• conducting an analysis of the surroundings• evaluating the market opportunities of a business idea• identifying possible partnerships
Knowledge foundation
Literature about business and entrepreneurship.
LiteratureThomsen, J. Den dynamiske forretningsplan. Center forerhvervsudvikling CFU.Hougaard, S. (2004), Forretningsideen. Samfundslitteratur.
Supplementary literatureCollins, J. & Porras. J. Build to Last. Forlaget Børsen.Nordström, K. & Ridderstråle, R. (2004) Karaokeekapitalisme.Børsens Forlag.
Kelly, K. (1999), New Rules for the New Economy: 10 Ways theNetwork Economy is Changing Everything. Fourth Estate.
Form and contentThe teaching consists of theoretical and practical input. The work isproject-oriented and involves conceptualising the student’s own
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business ideas or business- or product development for anexternal client.
(6 ECTS Points)
6.4.2. Value creation and finance 1
Learning targetsHow do we think in a financial way, what is the language and termsof finance, what financial knowledge is necessary to start up abusiness, and how is financial management carried out in abusiness?
QualificationsThe student should have a general knowledge of:• the fundamental financial concepts and terms in accountancy
and financial management.• Price setting methods and pricing policies.• Administration and administrative processes in businesses.• Methods of budgeting (for investment, start-up, operating costs
and liquidity).• Accountancy and accounting software.
The student should acquire a theoretical and personal perspectiveon money, especially in relation to value creation.
CompetenciesThe student should be capable of• Drawing up a budget and calculations in a spreadsheet.• Working with fundraising and sponsorship.• Drawing up a operating budget for an entrepreneurial business
Knowledge foundationElementary business literature.
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LiteratureMelander, P. (2001), Økonomistyring og Budgettering somLedelsesform. Handelshøjskolens Forlag.
Supplementary literatureKiyosaki, R. T. (2001), Rich Dad’s Guide to Investing. Time WarnerBooks
Form and contentClass teaching supported by the syllabus, where the studentscomplete practical exercises.
(2 ECTS Points)
6.4.3. Market 1 - public relations, customers,and understanding the marketplace
Learning targetsHow can the content and values of a brand be communicated to apotential market, and how can the communication focussed on aproduct or service be targeted to a specific segment?
Qualifications• The student should acquire an elementary understanding of
markets, the marketing process and a knowledge of theassociated concepts and terms.
• The student should acquire a general understanding ofbranding and identity-building.
• The student should acquire knowledge of simple methods andmodels within the fields of research and communication.
• The student should acquire an understanding of the changingpatterns in consumer behaviour.
CompetenciesThe student should be able to:
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• Outline and carry out elementary PR and communicationsconcepts
• Present their project and business ideas based on thecommunicative options available with regard to the concept.
• Utilise the fundamental marketing tools in the fields of targetsegment analysis, trend spotting, segmentation, andfurthermore be able to use storytelling as a method.
Knowledge foundationBusiness-oriented communication theory.
LiteratureHansen, F. & Christensen, L. B. Branding and Advertising.Copenhagen Business School PressFogh, K., Budtz, C. & Yakaboulu, B. (2002) Storytelling – Brandingin Practice. Samfundslitteratur.
Supplementary literatureDru, J-M. (2002), Beyond Disruption, Wiley.
Form and contentThe teaching consists of theoretical- and practical-oriented input.The work is project-oriented towards conceptualisingcommunication-concepts of the student’s own business ideas orsolving communication assignments for external customers.
(4 ECTS Points)
6.4.4. Society 1 – ethics and sustainability
Learning targetsHow are projects and business initiatives created that create valuefor the business owner, the customer, and the surroundingsociety? How can social responsibility be implemented in businessconcepts? What demands exist when building on sustainablevalues in a competitive market?
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QualificationsThe student should acquire knowledge on sustainability and socialresponsibility in the business environment.
CompetenciesThe student should be capable of:• Understanding the politics and principles of businesses on a
general level, as well as seeing the perspectives of a greatersocial responsibility.
• Identifying their own values and arguing for them in the form ofstrategic considerations and goals in conjunction with businessdevelopment.
Knowledge foundationSocietal and business literature
LiteraturePoulsen, P. T. (2001), Lederens Nye Dagsorden: VirksomhedHandler om Mennesker og Værdier. Børsen.
Langeland, L., “Den Bæredygtig Virksomhed: Moderne Ledelsemed God Samvittighed og Penge på Lommen”, Ledelse I Dag, Vol.11 (5).
Supplementary literatureHawken, P., Lowens, A. B., & Lowins, L. H. (2001), NaturligKapitalisme: Den Næste Industrielle Revolution. Hovedland.
Form and contentTheoretical and experience-based input, both literary and frompersonal experience
(1 ECTS Point)
6.4.5. Society 1 - the creative alliance
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Learning targetsHow can a closer interplay between business and culture spark anew societal dynamic that both strengthens the possibilities forexpression of the cultural actors, and at the same time enable adevelopment of business that is characterised by innovation,creativity and a richness of ideas? How can different sectors insociety interact such as new possibilities and synergy emerges?
QualificationsThe student should acquire:• An elementary knowledge of culture in the business
environment (the creative industries).• Knowledge of the potential that exists in the creative interplay
between culture, artists, and businesses.• Knowledge of the importance of culture for the development of
regions.
CompetenciesThe student should be able to:
• Formulate and see projects and business concepts fromdifferent perspectives that create the framework for theexpansion of the creative alliance.
• Function as a mediator and facilitater in meetings (jointventures) between culture and business.
LiteratureKultur and business policy statement (2000), Danmarks KreativePotentiale.
Supplementary literatureFlorida, R. (2002), The Rise of the Creative Class. Basic BooksLandry, C. (2001), The Creative City. Earthscan.
Form and contentThe teaching consists of theoretical and experience-basedlectures.
(1 ECTS Point)
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6.5. Creative Business Design(4th semester)
6.5.1. Business development andentrepreneurship 2
Learning targetsHow should strategies for businesses be understood anddeveloped, with a focus on start-up businesses?
QualificationsThe student should have a broad and general knowledge of:• Innovation and product development• Business and product life-cycles• Principles of Business Process Re-engineering (BPR)• Strategic planning and the schools of strategic management• Board functions, corporate governance and the advisory board
CompetenciesThe student should be capable of:• Producing business plans with an extra focus on creating
value-based, socially and financially sustainable businessconcepts with the associated analyses.
• Working with planning and scenarios.• Designing and facilitating elementary strategy development
processes.• Presenting a business plan for an investor or lender• Enter into strategic partnerships, alliances and co-operative
agreements
Knowledge foundationBusiness literature and case-material from business-creation.
LiteratureGraff, J. (2003), Forretningsplanen. Forlaget SMV Litteratur
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Mintzberg, H. & Lampel, J. (2001), “Strategiprocessen underOvervejelse (10 strategiskoler)”, Ledelse I dag Vol. 11 (5).Sejer, H. Idéudvikling ved Kreativ Innovation. Gyldendal.
Supplementary literatureThe documentary “startup.com”.
Form and contentThe students work in a project-oriented way with conceptualisationand business planning of their own ideas or product developmentfor external customers. The project ends with a writtenexamination.
(15 ECTS Points)
6.5.2. Value creation and finance 2
Learning targetsHow is a financial foundation created for a business idea (businessconcept), and how should the financial sustainability of a businessmodel be evaluated?
QualificationsThe student should have a broad and general knowledge of:• The accounting and management concept ‘The Balanced
Scorecard’.• Annual accounts and how to understand accounts• Investor relations, venture capital and financing
CompetenciesThe student should be capable of:• Drawing up a sales plan and sales strategy.• Preparing for and carrying through a tendering process.• Drawing up a start-up budget.• Uncovering opportunities to raise capital and acquire financing.
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Knowledge foundationOrganisational theory and publicly available sources on financingand venture capital.
Literaturewww.startguiden.dkMelander, P. (2002/2003), “Økonomistyrings Eget Scorecard”,Økonomistyring og Informatik, Vol. 18 (5).Melander, P. (2001), Økonomistyring og Budgettering somLedelsesform. Copenhagen: Handelshøjskolens Forlag.
Supplementary literatureNorten & Kaplan (1998), The Balanced Scorecard. Copenhagen:Børsen.
Form and contentThe student is presented with a network of individuals withexperience with financing and venture capital (including banks,accountants and financial advisors).
6.5.3. The market 2
Learning targetsHow is an identity built up, how is it possible to communicatecontent and values to a potential market using marketingstrategies, and how can communication be targeted to a specificsegment?
QualificationsThe student should acquire knowledge of:• Identity building, including corporate identity.• The function of branding strategies, together with methods of
implementing these.• Consumers’ sociological behaviour, together with knowledge of
segmentation models, and market and trend analyses.
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CompetenciesThe student should be capable of:• Describing and seeing the identity and branding aspects of
their own business concepts from different perspectives.• Carrying out basic market analyses, and develop and carry
through a marketing strategy as a result of these.• Using fundamental segmentation models and coupling them
with marketing activities and the relevant choice of media,including using events as a marketing tool.
LiteratureAaker, D. A. (2002), Building Strong Brands. Free Press Business.Scultz, M. et al (2003), Corporate Branding. Samfundslitteratur.
Form and contentThe student works in a project-oriented way with identity andseeing their own ideas from different marketing perspectives, oridentity development for an external customer. The course endswith a written examination.
(6 ECTS Points)
6.5.4. Society 2: the fourth sector
Learning targetsHow is it possible to work across the private, voluntary and publicsectors? How are business ideas developed, and which elementsdo they contain that:• Are financially independent and self-financing?• Are simultaneously based on the rules of the free market and
have the goal of providing a public good?• Contain elements of an organisational culture that is
characterised by voluntariness, enjoyment and motivation?
Qualifications• The student should have a basic understanding of the
principles of the activities of the three sectors.
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• The student should acquire an understanding of the potentialthat exists by thinking across the sectors.
CompetenciesThe student should be able to see business concepts from theperspective of the fourth sector.
LiteraturePalmaas, K. (2003), Den Barmhjertige Entrepreneur. Stockholm:Roddick, A. (2001), Take it Personally. Thorsenwww.fourthsector.com
Supplementary literatureCrofts, N. (2003), How to Make a Living by Being Yourself.Capstone
Form and contentThe structure of the teaching alternates between presentations andcases.
(2 ECTS Points)
6.5.5. Society 2: globalisation
Learning targetsWhat is globalisation, and how does global development affect thepotential for local development?
QualificationsThe student should acquire a basic understanding of:• The concept of globalisation and its effect on business
development.• Global trends at different levels that are relevant for business
development.
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Competencies• The student should be able to see business concepts from
different perspectives with regard to the challenges andopportunities that are created by globalisation.
LiteratureKlein, N. (2002), Fences and Windows. Flamingo.
Form and contentThe teaching consists of lectures that are theoretical and enablethe student to consider different perspectives, and cases are usedto illustrate the opportunities and consequences of globalisation.
(2 ECTS Points)
6.6. Creative Project Design(1st and 2nd semesters)
6.6.1. Project understanding 1 - project modelsand project initiation
Learning targetsWhat is a project, what characterises a project as a form of work,and how is a project established that solves a given task?
QualificationsThe student should acquire:• An overview of the particular characteristics that are attached
to the project form of work, including concept creation anddefinition.
• An overview of the different project models and projectschools, such as the classic versus dynamic, and the LogicalFramework Approach.
• An overview of and insight into the phases of project work andthe particular challenges that are associated with each of
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these, with a specific focus on project start-up, and based on adynamic view of project work.
CompetenciesThe student should be capable of:• Defining, delimiting, developing and solving basic project work
for external customers or project providers.• Design and facilitate the start-up of a project.• Actively implement process tools from group creation and idea
generation in practical project work.
Knowledge foundationLiterature on the organisation and management of projects.
LiteratureMikkelsen, H. and Riis, J. O. (1998), Grundbog i Projektledelse, 6th
edition. Provedo Aps (pp. 11-58)Christensen, S. & Kreiner, K. (2001), “Projektledelse i LøskobledeSystemer”. Jurist- og Økonomiforbundets Forlag.
Form and contentThe teaching consists of presentations that are theoretical andenable the student to consider different perspectives, and the workconcentrates on concrete projects for external customers or projectproviders.
(8 ECTS Points)
6.6.2. Research and theory of scienceHow is a foundation of knowledge established that makes itpossible to behave in a qualified way in a given arena? What isknowledge, how is it created, and what status should it beafforded?
QualificationsThe student should have a general knowledge of:• Theory of science
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• Source critique• Research techniques and strategy
CompetenciesThe student should be capable of:• Arranging and carrying through a research process.• Creating a foundation of knowledge for a project that combines
different types of knowledge.
Knowledge foundationThe knowledge foundation is based upon elementary theory ofscience and journalistic research techniques.
LiteratureOlsen, P. B. and Pedersen, K. (2003), ProblemorienteretProjektarbejde. Roskilde: Roskilde Universitetsforlag (pp. 135-193).
Supplementary literatureThurén, T. (2004), Videnskabsteori for Begyndere. Rosinante.
Form and contentPractice-oriented from cases or research in relation to a project.
6.6.3. Dynamic project management 1 – projectleadership and visualisation
Learning targetsWhich common elements does project work consist of, and howcan one work with them and communicate them in practice?
QualificationsThe student should acquire:• A knowledge of the common elements of project work’s
internal processes, such as task definition, activity
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decomposition, time and resource management, includingbudgeting.
• A knowledge of the project management mind-set that isconnected to the dynamic project work’s different phases,including how to handle uncertainty and the potential to make itproductive.
• An understanding of the importance of communication forproject groups.
CompetenciesThe student should be able to:• Plan, lead and carry through basic projects.• Use visualisation tools as the primary project management
method
Knowledge foundationProject literature in organisation and management, and practicaland concrete experience-based tools (visualisation).
LiteratureChristensen, S. & Kreiner, K. (2001), Projektledelse i LøskobledeSystemer, 1st edition. Jurist- og Økonomiforbundets Forlag.Mikkelsen, H. and Riis, J. O. (1998), Grundbog I Projektledelse, 6th
Edition (pp. 159-198). Provedu Aps.www.grove.com, Graphic Guides/Leader’s Guides. The GroveConsultants.
Form and contentThe teaching consists of theoretical and presentations fromdifferent perspectives, and work is carried out on the student’s ownproject, or concrete projects for external customers or projectproposers.
6.6.4. Project context 1 - Idea andcommunication
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Learning targetsHow should a project’s relationship to the surrounding society bemanaged and understood?
QualificationThe student should acquire:• Knowledge of how the vision and the idea are related to the
project’s overarching goal, and from the perspective of thesurrounding society.
• Knowledge of competence and resource identification inconjunction with project work.
CompetenciesThe student should be capable of:• Developing projects that are based on a vision, and where the
project’s strategy is designed so that the vision can beimplemented on a concrete and operational level.
• Carry out a qualified Spot analysis and include it in the project
work.• Establish, develop and co-operate with the sponsor of the
project.• Act in an appropriate way with regard to the available
resources of time, finances, knowledge, and competencies.
Knowledge foundationProject literature from organisation and management.
LiteratureMikkelsen, H. and Riis, J. O. (1998), Grundbog i Projektledelse, 6th
Edition (Chapters 1-3). Provedo Aps.Fangel, M. (1998), Vejledning i Projektledelse. FangelProjektledelse A/S.Fangel, M. (2001), Vejledning i Projektledelse. FangelProjektledelse A/S.
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Supplementary literatureMikkelsen, H. and Riis, J. O. (1998), Grundbog i Projektledelse, 6th
Edition (Remaining chapters). Provedo Aps.
Form and contentThe teaching consists of presentations on theory and on differentperspectives on project work, and work is carried out on thestudent’s own project or on concrete projects for externalcustomers or project providers.
(6 ECTS Points).
6.7. Creative Project Design(5th and 6th semesters)
6.7.1. Dynamic project management 2 - projectdevelopment and project management
Learning targetsWhich theories, methods and tools can contribute to qualifying avisionary and value-based project design, and how are theyimplemented in practice?
Qualifications• The student should acquire knowledge of models and methods
for planning, management and evaluation of dynamic projects.• The student should be acquainted with the fundamental
principles of Chaordic organisational thinking.• The student should gain an insight into traditional project tools
(Gant, Pert etc.).
CompetenciesThe student should be able to:• Manage, plan, carry through and evaluate value-based and
visionary projects.
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• See the Chaordic organisational thinking from the perspectiveof project design and value thinking in project work.
Knowledge foundationProject literature from organisation and management, together withthe Chaordic organisational approach as formulated by Dee Hock.
LiteratureHerlau, H. and Tetzscher, H. (1999), Fra Jobtager til Jobmager(Chapter 7). Samfundslitteratur.Mikkelsen, H. and Riis, J. O. (1998), Grundbog i Projektledelse, 6th
Edition (Chapter 3). Provedo Aps.Hock, D. (2000), The Chaordic Organization. Berrett-KoehlerPublishers, Inc.
Supplementary literatureHock, D. (1999), Birth of the Chaordic Age. Barrett-KoehlerPublishers, Inc.
Form and contentThe teaching consists of presentations on theory and on differentperspectives on project work, and work is carried out on thestudent’s own project in conjunction with the final examination.
(12 ECTS Points)
6.7.2. Project context 2 - market, need andresearch
Learning targetsWhich theories, methods and tools can be used to describe andqualify the relationship of projects to the surrounding society, andhow and for whom does the project create value?
QualificationsThe student should acquire:
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• Knowledge on general structures and patterns in relation to thetypical interest groups in project work (partners, hostorganisations, suppliers, project employees etc.).
• An insight into research techniques and the theory of science.• A general understanding of how a project is targeted to a
market (need), and the ability to utilise knowledge from theBusiness Design disciplines on public relations, marketing andstorytelling.
CompetenciesThe student should be able to:• Create an identity for a project and use simple market analysis
tools so that the project can be targeted to a particular marketor need.
• Arrange a research process that generates the necessaryknowledge to be able to act in a qualified way.
• Distinguish between different forms of knowledge and sources,and be capable of combining these broadly.
• Carry out basic need analyses and market analyses.
Knowledge foundationProject literature in organisation and management
LiteratureMelander, P. (ed.) (1990), Projektstyringens Problemer ogVærktøjer: Fra Kaos til Resultat. Jurist- og ØkonomiforbundetsForlag.Melander, P. (ed.) (1999), Projektstyringens Problemer ogVærktøjer: Fra Kaos til Resultat. Jurist- og ØkonomiforbundetsForlag.
Form and contentThe teaching consists of presentations on theory and on differentperspectives on project work, and work is carried out on thestudent’s own project, or concrete projects for external customersor project providers.
(6 ECTS Points)
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6.8. Creative Process Design(1st and 2nd semester)
6.8.1. Team-building processes
Learning targetsHow are effective and well-functioning teams created that arecharacterised by motivation, guided by a common goals andvisions, and at the same time can accommodate variety andindividual ambitions?
QualificationsThe student should acquire:• An elementary knowledge of how a process should be
understood (what is a process), including the definitions ofdifferent concepts and the building of a technical vocabulary.
• A theoretical perspective on the prerequisites of the group that
creates an effective and well-functioning team, together withacquiring knowledge on the general psychological factors thatinfluence a groups capacity to work.
Competencies• The student should be capable of using and developing
situation-specific methods and models in the context of groupformation.
• The student should also be able to use elementarycommunicative, development-enabling methods and processtools such as conversations based on dialogue, reflection,knowledge sharing and for enabling interaction within thegroup.
Knowledge foundationThe system perspective on the understanding of group-dynamicsin organisational theory.
Literature
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West, M. A. (2001), Teamwork – Metoder til effektivt samarbejde.Dansk Psykologisk Forlag.
Supplementary literatureVennix, J. A. M. (1996), Group Model Building: Facilitating TeamLearning Using System Dynamics. Wiley.
Form and contentTeaching consists of theory- and experience-oriented lectures. Inpractice the team works with its own group formation processestogether with group formation in conjunction with the team’s firstprojects.
(3 ECTS Points)
6.8.2. Learning and learning processes
Learning targetsWhat is learning, and how does one learn how to learn? The aim isto create a foundation that enables the student to gain themaximum benefit from the Learning Zone at the KaosPilots, and assuch establish the basis for continued learning after the end of thethree-year program, together with allowing the student to be able tocreate learning opportunities for others in the long-term.
Qualifications• The student should achieve a general insight into learning
theories, with an emphasis on the social-constructivisticunderstanding of learning.
• The student should be in possession of a knowledge of whichconditions and factors increase learning, together withacquiring theoretical knowledge and practical experience oftools and methods that support learning, namely reflection,knowledge-sharing, feedback, evaluation, logbooks andportfolios.
Competencies
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• The student should be able to act consciously with regard totheir own learning process, and take responsibility for their ownlearning with the aim of acquiring KaosPilot techniques (seethe Professional Profile in section four), and develop theirprofessional competencies (ability to act) in continuation of theKaosPilots’ competence model.
• Qualified use of logbook and portfolio.• The student should be able to initiate and facilitate learning
processes in their own and external organisations by means ofmethods for knowledge-sharing, reflection and feedback.
Knowledge foundationThe social-constructivistic perspective on learning, where learningis a creative process. The understanding of learning is supportedby undersstandings and tools from system theory.
LiteratureHermann, S. (2002), Et Diagnostisk Landkort OverKompetenceudvikling og Learing. Learning Lab DenmarkBaker, A. C., Jensen, P. & Kolb, D. A. (2002), Conversational
Learning, An Experimental Approach to Knowledge Creation.Quarum Books Ltd.
Supplementary literatureHermansen, M. (1996), Læringens Univers. Klim (Chapters 1-3)
Form and contentThe student will be presented with theories about learning, and thepractical work concentrates on enabling the student visualise andbecome conscious of their own learning process and by creating acommon learning culture in the team.
(3 ECTS Points)
6.8.3. Creative processes
Learning targets
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What is creativity, and which factors impair and promote thedevelopment of own and others’ creative potential?
Creativity is understood as the ability to generate new solutions toboth new as well as existing problems. How does one workconsciously and systematically towards creating development andinnovation through creative processes?
Qualifications• The student should gain theoretical knowledge about creativity
and creative processes.• The student should have knowledge of appropriate models for
structuring creative processes and creative methods/practices.
Competencies• The student should be capable of designing and facilitating
creative processes.
Knowledge foundationTheories and an understanding of systematic work with creativityand creative processes, primarily inspired by Edward de Bono(www.edwdebono.com)
LiteratureStrihm, O. (1999), Idéudvikling. Merko Gyldendal Uddannelse.
Supplementary literatureKelley, T. (2001), The Art of Innovation: Lessons in Creativity fromIdeo. DoubledayHaug, S. H. (2002), Stigs bok om kreativitet. Schibsted
Form and contentThe teaching consists of theoretical and practical input, and isproject-oriented in practice by implementing creative processes inconjunction with the team’s project work.
(3 ECTS Points)
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6.8.4. Systems thinking
Learning aimWhat is an organisation, and what should it be able to do?
Systems thinking introduces a consistent understanding of the formand function of organisations from a system theoretic perspective.An holistic understanding of the organisation from the premise thatthe world, organisations, and individuals are interconnected andcannot be perceived as individuals or elements but only as a partof the context in which they exist, and therefore a focus onrelationships and communication in the system and the ability tosee the system from the outside (the meta-perspective).The aim of working systematically is primarily to unfold anorganisation’s existing potential, together with working towardsdeveloping the individual’s potential through coaching.
Qualifications• The student should have knowledge of the origins and
perspectives of system theory together with the variousassumptions that the theory rests upon.
• The student should know the reason for organising, and whatis characteristic of a well-functioning organisation as well asthe ability to decide, take action, delegate, communicate andmotivate, amongst others.
• The student should attain knowledge of different views of theorganisation and from an historic perspective understand thebasic characteristics of different theories of organisation.
• The student will be introduced to theories and models ofcoaching in practice.
CompetenciesThe student should be able to:• Be conscious of their actions in the context of a professional
group, and influence systems from a system-theoreticunderstanding such that meaningful relations are created in agoal-oriented process.
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• Apply elementary systematic tools, including amongst othersAppreciative Inquiry and Open Space Theory, amongst others.
• Structure a coaching conversation and consciously usemodels, communication tools and questioning techniques inconjunction with coaching conversations.
Knowledge foundationSystem theory as defined by amongst others Maturana andBateson.
LiteratureStorch, J. & Søholm, T. M. (2000), “Anerkendende lærendeorganisationer – læringspotentiale og læringsmekanismer iorganisationer”, in T. Meisner (ed.), En symphoni af værdsættelse.ATTRACTOR – Institute for Systematic management,communication and InterventionOwen, H., Expanding our Now: The Story of Open SpaceTechnology, BK-Publishers Inc. (pp. 1-40)Whitworth, L. Co-active Coaching: New skills for coaching.
Supplementary literatureBruner, J. (1990), Acts of Meaning.Coaching,
Form and contentAn alternation between reflecting on theory in a wider perspectiveand practical-based teaching that concentrate on unfolding theteam’s own potential as a learning and creative organisation. Thecoaching conversations are characterised by reflection from asystems thinking perspective.
(5 ECTS Points)
6.8.5. Personal leadership (the body as a tool)
How can the potential that exists in a body be utilised in a dynamicwork process?
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The spoken language is central to a view of management thatdefines leadership as the ability to affect processes, processes thatlead systems (organisations) towards the achievement of theiraims. As such, leadership is realised in the system’s relationships.It is, however, assumed that relationships are not exclusivelydeveloped as a result of their verbal explication. The presence of abody in the room, body language and the physical behaviour of thebody play an important role and as such are a potential that can bedeveloped. Personal leadership is based on the fact that it ispossible to work consciously and in a structured way with thisaspect of management. It is also assumed that bodily reactions toprocesses are a method of receiving feedback (how is the processunderstood by its participants?) and not least is a prerequisite forconsciously working with one’s own reactions and one’s self as a(process) leader.
QualificationsThe student should have gained knowledge through practicalexperience that can be themed using the following foci:
• Balance: how can one work with the body to minimise stressand imbalance in work processes, and how can one’s ownstress levels be minimised through an increased awareness ofone’s own body?
• Creativity: How is playing related to creativity, and how canone use play as a part of the process when experimentingtowards new solutions and perspectives?
• Bodily awareness: How can one consciously act to use one’sown and others’ bodily signals as an input into the process?
• Personal bearing: How can one act and use one’s personalbearing constructively?
CompetenciesThe student should be able to:• Use and facilitate exercises that work with and prevent stress
and imbalance both individually and in the context of a group.• Use play and exercises in order to create energy and
potentially creative surprises in conjunction with the facilitatingof processes.
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• Develop and facilitate exercises for the creation of a physicalawareness that supports or functions as a metaphor for thecurrent work on the process.
• Act consciously and constructively with one’s own personalbearing.
Knowledge foundationBuilds on different perspectives, from a theoretical knowledge ofstress-management to descriptive exercises using theatre, playand sport.
LiteratureNielsen, J. B. (2003), ”Corporate Kindergarten”, Børsen.Teachers specialising in body motor skills or other relevant skillssupply formulated goals, background, methodology and content inconjunction with their teaching.
Form and contentPrimarily practical-oriented with a focus on the processes and
teaching, and is connected and placed in the perspective of theother teaching and project work. The subject unfurl as anexperimentarium, where the students’ reflections and the teachers’use of exercises from different perspectives result in an insight.
(5 ECTS Points)
6.9. Creative Process Design(3rd semester)
6.9.1. Change management
Learning targetsHow is leadership and a style of management created thatsupports the ability of the organisation to create change anddevelopment through the internal processes? How are processes
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used in practice to transform the knowledge, mental resources andcompetencies of employees to concrete results?
Qualifications• The student should be in possession of knowledge relating to
different organisational cultures’ view of management, with aparticular focus on the role of the leader and a coaching styleof leadership.
• The student should gain a theoretically based understanding ofthe fundamental principles of process management andleadership.
Competencies• The student should be able to ”read” a context, together with
act and practice leadership within it.
Knowledge foundationOrganisations seen as living systems together with the learningorganisation. The basis is the systems thinking organisational
theory.
LiteratureSenge, P. M. (2000), Den Femte Disciplin. Klim.Kirkeby, O. F. (2004), Det nye Lederskab. Børsen.Senge, P., Scharmer, O., Jaworski, J. & Flowers, B. S. (2004),Presence: Human purpose and the Field of the Future. Cambridge.
Supplementary literatureSutherland, D. (2003), The 33 laws of stewardship: principles for alife of true. Spire Resources, Inc.
Form and contentThe teaching in management and process management consistsprimarily of theoretical input and the perspectives into which theteachers place this. Reflection on one’s own experiences isencouraged, placed into perspective by presentations by leaderswho give their views on management.
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(10 ECTS Points)
6.9.2. Process consultation
Learning targetsHow are processes designed and facilitated that bring teamsforward towards the realisation of their targets, visions and values?
A good process intervention is ideally based on creating betterresults for groups of people in a meaningful process over a givenperiod of time. It is the task of the process-facilitator to create theoptimal conditions for the intentions of a particular process to befulfilled. The process-facilitator defines in conjunction with thecustomer the goals, structure, methods and roles such thatindividual and group resources are used optimally. Processes area part of a context and should therefore be constructive anddeveloping in relation to the organisation (culture) that they arebased in.
QualificationsThe student should be in possession if:• Knowledge of different intervention methods such as value
implementation, goal setting and change processes, resistancein change processes, and models for conflict resolution.
• Knowledge of communicative development-encouragingmethods and tools, together with an elaboration of, and newperspectives on dialogue-based conversation and reflectionprocesses (from the 1st year).
• Knowledge of the anchoring of processes and value-creation inorganisations
CompetenciesThe student should be able to:• Act as a process-facilitator in own and others’ projects
(external organisations).• Develop, carry through close and reflect over the activities that
occur in a given process, in relation to a predetermined goal.
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• Master all phases in a process consultation from customercontact to the entering of a contract, course design, completionof process consultation and evaluation with the customer.
• Intervene in the process when necessary and be open tothoughts, ideas, feelings and other signals from theparticipants.
Knowledge foundationThe systematic organisational theory and Scheins thoughts onprocess consultation.
LiteratureNielsen, K. S. & Haslebo, G. (2001), Konsultation i Organisationer.Dansk Psykologisk Forlag (chapters 1, 2, 5, and 6).Schein, E. H. (1994), Organisationskultur og ledelse. Valmuen.
Supplementary literatureDanelund, J. & Jørgensen, C. (2002), Forstyr mig Vel –reflekterende ledelse i Teori og praksis. Danmarks
forvaltningshøjskole.
Form and contentThe teaching looks at the studied literature from differentperspectives, and space is created for reflection and differentperspectives on theory, exercises and own practical experience.The student takes or is put into contact with an external customeror organisation, and completes all phases of a processconsultation on a consultant-basis, from entering into a contract toevaluation, followed by an examination in the entire process on thebasis of written documentation.
(15 ECTS Points)
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6.10. World-based placement
During the third year of the program the students carry out theirplacement in an organisation or company that they themselveschoose.
The placement lasts a minimum of 8 weeks. The organisation orcompany appoints an advisor for the placement, and the 3rd yearteam leader functions as an advisor from the program.
The student formulates a placement-contract in conjunction withthe organisation or company, that stipulates the learning targetstogether with a explication of the role of the student, including tasksand guidance. The team leader approves the placement contract.
Learning targetsTo test and develop the knowledge and competencies that thestudent has acquired during the programme. The student has theopportunity to specialise and to create their own professional
profile. The student has the opportunity to gain experience ofimplementing the knowledge from the KaosPilots in anotherorganisational context. The student has the opportunity to gain aninsight into the work-processes and the work and organisationalcultures (professional values, norms and traditions) that make up aworkplace.
The placement organisation or company should have aprofessional environment that is relevant for the KaosPilots’professional profile. The KaosPilot is placed in order to learn howto work and be a part of a professional context, such that theplacement should be arranged so that the student participatesactively in the work.
The student must complete a placement-logbook after the end ofthe placement that gives an account of what has been learned andexperienced during the period. The placement organisation orcompany must complete a placement-statement after completionof the period
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A pass for the placement is awarded for active contribution andafter an evaluation of the placement logbook. The placementlogbook is evaluated internally by the team leader.
(15 ECTS Points)
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7. Examinations
All teaching and project work is passed through activeparticipation. In addition to this, an examination is held in each ofthe three core competencies:
• 2nd semester: Creative Project Design (group examination).• 3rd semester: Creative Process Design (individual examination).• 4th semester: Creative Business Design (individual examination).
The program ends with an individual final examination at theequivalent of bachelor degree level, where the student is allowedto choose between or combine the core competencies.
• 6th semester: Individual final examination.
EvaluationGrades are awarded using the Danish ’13-scale’ system.
Completion of the programIn order to pass the KaosPilot program, the student must haveachieved a minimum average grade of 6 in the three coreexaminations, Creative Business Design, Creative Project Designand Creative Process Design, together with having passed theindividual final examination with a grade of 6 or above.
Illness and re-examinationStudents that are prevented from taking an examination due toillness (documented by a medical certificate) are allowed to take asick-examination. The date of the sick-examination is agreed withthe head of studies. The Principal can, in extraordinarycircumstances, award dispensation from the submission date forwritten projects and project descriptions.
With the achievement of a grade of less than 6, the student isallowed to retake the examination one (1) time. The amount of timeallowed for the re-examination process, if this is awarded, isagreed with the head of studies.
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Complaints procedure with regard to examinationsComplaints with regard to examinations must be written and statethe grounds for the complaint, and must be submitted to thePrincipal at the latest two weeks after the examination date.Complaints regarding the examination will be decided by thePrincipal after consultation with the examiner, censor(s) and staff-student committee.
7.1. Creative Project Design (2nd semester)
As a conclusion to the first year’s studies, the students must takean examination in Creative Project Design in the form of a groupproject. The students work in groups of 3-4 individuals and decidewhether they wish to complete a project for an external customeror develop their own project, over a period of at least five weeks.The project must consist of the completion of practical work in theform of either that the project is realised or that parts of it are
demonstrated as a pilot project.
Examination processThe examination process has three phases:• Development and solving of a concrete project.• Written documentation, including process description
(examination report).• Oral presentation, explanation, elaboration and discussion
(Oral examination).
At the beginning of the project period the students must provide ashort synopsis, which the team leaders base their approval of theproject’s idea, scope, limits and content. Deadlines and the otherelements of the examination process, including subject-specificguidance, are arranged by the team leaders and are handed out tothe students at the beginning of the examination period. During theproject, the students have the right to two hours’ guidance by theexaminer. The final guidance session must be completed at thelatest one week before the deadline for handing in the writtenproject.
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The extent of the written project is maximum 20 sides plus 5 sidesfor the description of the process. The oral examination must beheld at the earliest three days and at the latest three weeks afterthe handing in of the written project. The students have 25 minutesto present the project, after which there is allowed 45 minutes forthe examination, clarification, elaboration and discussion.
SyllabusThe project group must be capable of understanding the projectwork in the context of the syllabus from the first and secondsemesters.
EvaluationThe oral and written parts of the examination are weighted equallyin the evaluation of the project. The evaluation is mostly basedupon the students’ ability to design, develop, and complete aproject, together with the group’s ability to master the problemsand challenges that are connected with project in a nuanced andreflective way, including:
• The project group’s ability to document, communicate andunderstand the different perspectives of the entire project
• The relevance and originality of the project• The project group’s ability to utilise the theory and
methodology from the teaching with a particular emphasis onthe group’s ability to master the goal-setting phase, theplanning phase, the completion phase and the evaluationphase
The starting point of the examination will be the following themes:• Need, target group and interested parties.• The projects economic perspective, including budget and
financing.• The perspectives of the concept in relation to the surrounding
society.• Based on the process description, the evaluation will be based
on the group’s ability to develop and navigate in relation to theproject’s internal processes such as group formation, togetherwith leadership and the organisation of the work in the project.
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A particular emphasis is generally placed upon the group’soverview and ability to evaluate the project’s strengths andweaknesses.
The evaluation is carried out by the group’s team leader(s) and anexternal censor. Grades are awarded using the Danish ’13-scale’.The examiner(s) and censor complete a short, written reason forthe evaluation.
If the examination results in a grade less than 6 (fail), then thegroup is permitted to have one (1) re-examination. At the re-examination, the students must submit a new written report. Thehead of studies decides the date of the re-examination.
7.2. Creative Process Design (3rd semester)
The culmination of the process-semester is the examination inCreative Process Design, in the form of an individual examination
in process-management. The student designs and facilitates aprocess for an external customer.
Examination process• Development and solution of a concrete process project for an
external customer• Written documentation (examination report)• Oral presentation, clarification, elaboration and discussion (oral
examination)
The time-plan and guidelines for the individual student’s projectexamination in process management are handed out at thebeginning of the teaching.
The student finds a customer and agrees a process project. Beforea written contract is signed between the student and the externalcustomer, the student must gain the approval of a short synopsisby the individual responsible for the teaching. The synopsisdescribes the projects, boundaries, goals and content.
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During the solving of the project, the student has the right to twohours’ guidance by the examiner. The final guidance session mustbe completed at the latest one week before the deadline forhanding in the written project.
The extent of the written project is maximum 20 sides. The oralexamination must be held at the earliest three days and at thelatest six weeks after the handing in of the written project. Thestudent has 25 minutes to present the project, after which 45minutes are allowed for the examination, clarification, elaborationand discussion.
SyllabusThe student must be capable of understanding the process work inthe context of the syllabus from the entire third semester.
EvaluationThe starting point of the evaluation is mainly based upon thestudent’s ability to design, develop, and facilitate a process-
intervention, together with the student’s ability to master theproblems and challenges that are connected with project in anuanced and reflective way, including:• The student’s ability to document, communicate, and
understand the different perspectives of process interventionand the context in which they exist.
• Process intervention’s relevance in relation to projects andgoals.
• The ability to develop and design methods in processintervention.
• The ability to utilise relevant theories and methods from theteaching in conjunction with the solving of the process project.
• The use of the syllabus.
The starting point of the examination will be on the student’s abilityto:• Limit the project with respect to time, extent and complexity.• Base the process intervention in the customer’s organisation.• Adapt and argue for the choice of processes during the project.
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• Reflect over the student’s own role in conjunction with theprocess intervention.
• Document, see from other perspectives and communicateprocess intervention.
• Evaluate and assess the strengths and weaknesses of theprocess intervention
All three phases of the examination are weighted equally in theevaluation. An examiner and an external censor carry out theevaluation. Grades are awarded using the Danish ’13-scale’. Theexaminer and censor complete a short, written reason for theevaluation.
If the examination results in a grade of less than 6 (fail) then thestudent is permitted to have one (1) re-examination. At the re-examination, the student must submit a new written report, and theoral examination must take place at the latest one month after this.The head of studies decides the time-plan for this.
7.3. Creative Business Design (4th semester)
The fourth semester concludes with the examination in CreativeBusiness Design in the form of an individual written examination.The student develops and draws up a business plan concurrentlywith the teaching, initiating from a business idea chosen by thestudent.
Examination processThe examination process has two phases:• The design and development of a business concept together
with the production of a business plan.
• Written feedback and evaluation by an external censor.
The student finds a business idea and has a short synopsis thatdescribes the idea approved during the course of the teaching. Thetime-plan and guidelines for the individual examination in CreativeBusiness Design are handed out to the student at the beginning ofthe teaching.
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During the development of the business plan, the student has theright to two hours’ guidance from the team leader/teacher. The finalguidance session must be completed at the latest one weekbefore the deadline for handing in the written project.
The extent of the written business plan is maximum 20 sides plusappendices.
SyllabusThe student must be capable of understanding the process work inthe context of the syllabus from the fourth semester.
EvaluationThe evaluation of the project is based on the submitted businessplan and principally upon the students’ ability to display knowledgeof the core competencies required in Creative Business Design:• The student’s ability to document, communicate and
understand the different perspectives of the idea and the entireproject.
• The relevance, achievability and originality of the businessconcept.
• The student’s ability to utilise the theory and method from theteaching when developing the business concept.
• The use of the syllabus.
The business plan must as a minimum contain:• A presentation of the project’s fundamental idea.• A description of the product and/or service.• A description and documentation of the idea’s business and
market potential, including an analysis of the target group andmarket.
• The business concept’s economic perspective, includingbudget and finance-plan and potential.
• An organisational plan for the realisation of the businessconcept.
• The concept’s perspectives in relation to the surroundingsociety including sustainability, together with an explanation ofthe values and principles that the idea builds upon.
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• An ability to evaluate the concept’s strengths and weaknessesfrom different perspectives.
Grades are awarded using the Danish ’13-scale’. The evaluation iscarried out by an external censor, who writes a short, writtenreason for the evaluation. If the examination results in a grade ofless than 6 (fail) then the student is permitted to have one (1) re-examination. At the re-examination, the student must submit a newwritten report. The head of studies decides the time-plan for this.
7.4. Final individual examination (6th semester)
The KaosPilots’ individual final examination (bachelor project) isthe culmination of the program, and the student is free to choosethe focus of their project inside the framework of the three corecompetencies or a combination of these. As such it is possible tosubmit a project design, a business design (business plan) or aprocess design.
The examination process lasts at least 15 weeks and consists ofthree phases:• Preparation of a project design, business plan or process
design• Written examination (documentation)• Oral examination
Examination ProcessThe precise time plan for the individual examination project ishanded out to the students at the beginning of the teaching thatleads up to the examination. At the end of the teaching, the studentsubmits a synopsis with a short description of the final project. Theexaminer or team leader must approve the synopsis.
After the synopsis has been approved, the student works inpractice with the elaboration of the project. During the process, thestudent has the right to four hours of guidance. The possibility forguidance ends three weeks before the submission of the writtenproject description.
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The written project description has a maximum of 30 sides,exclusive of appendices. The oral examination will be held at theearliest two weeks and at the latest 6 weeks after the submissionof the written project. The student is allowed 30 minutes to presenttheir project, after which there is set aside 45 minutes forclarification, elaboration and discussion.
SyllabusRequired pensum: minimum 1 500 sides that are approved by theexaminer at the latest three weeks before the submission date forthe written project description.
EvaluationThe written and oral parts of the project are weighted equally in theevaluation. The evaluation is mainly based upon the studentsability to work independently with a project that has been definedinside the framework of one or a combination of the KaosPilot’score competencies, namely Creative Project, Process or BusinessDesign.
• The student’s overview and ability to assess with regard to thestrengths and weaknesses of the completion of the project.
• The relevance, achievability and originality of the solution ofthe project.
• The ability of the student to document, communicate and seeboth the idea and project from different perspectives.
• The use of relevant theories and methods from the teaching inthe development of the project.
• The use of the submitted pensum.
The documentation for the project must include:• A presentation of the project or concept’s fundamental idea.• A description of the content, product and/or service.• The concept’s perspectives in relation to the surrounding
society, including the sustainability aspect, together with anaccount of which values and principles the concept buildsupon.
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• Seeing the concept’s strengths and weaknesses from differentperspectives.
The individual final examination is evaluated using the Danish ’13-scale’. The examiner and censors complete a short, written reasonfor the evaluation.
The examiner and two external censors carry out the evaluation.One of the censors primarily evaluates the student’s general abilityin the KaosPilot’s field of competencies. The other censor is asubject-specific censor, who is chosen as a result of their expertisein the individual student’s chosen field and is primarily responsiblefor assessing the student’s work in the student’s chosen field.
If the examination is not passed, then the student has theopportunity to retake the examination once (1). The student isrequired to submit a new written report for the re-examination, andthe oral examination must take place at the latest one month aftersubmission. The head of studies decides the time plan for the re-examination.
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8. Program structure
Board of the KaosPilotsThe highest authority of the KaosPilots is the board of the school.
PrincipalThe Principal undertakes the overarching management of all of theschool’s activities.
Head of studiesThe head of studies has the overarching pedagogic responsibilityfor the content and quality, and assists the team leaders of theteams with regard to the concrete planning and organisation of theprogram.
Team leadersOne to two pedagogic employees, called team leaders, areassigned to each year group. Their primary function is to organiseand facilitate the learning environment, including the examination
and project processes. The team leaders carry out the coachingand guidance of the students, and have the responsibility forensuring that the daily activities in each year follow the subject andpedagogic guidelines that are set out in the curriculum.
There are no permanent teachers attached to the program. Guestteaches with the relevant competencies are employed for shorteror longer periods.
Student- staff committeeThe student-staff committee is the students’ forum forcommunication with the staff and management of the KaosPilots.The aim of the student-staff committee is to create a dialoguebetween the students and the staff, with the primary focus ondialogue and development of the form of education and thelearning environment at the KaosPilots. It is the responsibility of thestaff to regularly inform the student-staff committee about theeducational development at the KaosPilots, including thepresentation of the specific teaching plans.
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Students and staff can submit themes that concern importantmatters for learning and well-being at the KaosPilots for discussionin the student-staff committee, and the student-staff committee isallowed to propose a suggestion to the management after thematter has been dealt with.
The Head of Studies is the formal chairperson of the Student-staffcommittee. The Head of Studies is allowed to delegate theirfunction to a member of staff. The student-staff committee is madeup of the school’s subject-specific and pedagogic staff, Head ofStudies, together with an equivalent number of students from thevarious year groups. All years have the right to be represented onthe student-staff committee.
The student-staff committee must approve changes to thecurriculum.
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9. The rules of the game
Communication at the KaosPilotsMuch of the communication and knowledge sharing betweenstudents, staff and teachers, be they team leaders or members ofstaff, is carried out by e-mail. It is therefore a requirement that thestudent is in possession of a computer with a mail program at thebeginning of the program.
Requirements for attendance and active participationAll time-tabled teaching is obligatory. Daily attendance is betweenthe hours of 09:00 and 16:00 (9am and 4pm), unless otherwisestipulated by the timetable. The team leader or individualresponsible for teaching registers the students’ presence on a dailybasis.
The student is allowed a maximum non-attendance of 15%. If thenon-attendance exceeds this level then credit for the individualcourse element or discipline is not given on the examination
transcript. The Head of Studies can in special circumstances allowthe student to have another relevant activity credited for theindividual course element or discipline.
The student can be expelled from the programme after the thirdwarning. A warning is issued if the non-attendance during asemester is higher than 15%. In the case of an illness that isdocumented by a medical certificate, the Head of Studies has theability to give dispensation for non-attendance.
The students have at all times access to their own non-attendancerecords. If the student is not present at the registration then it is theresponsibility of the student to appeal the lack of registration to theteam leader.
ExpulsionThe team leader can recommend that a student be expelled fromthe program if the student is considered to:
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• Show a lack of active participation in the classes and projectwork.
• Show a lack of suitability for the program, understood asunwilling or unable to play a constructive role in the KaosPilot’slearning environment
The student can be expelled without warning in the event of grossnegligence or unbecoming behaviour. The Principal must approvethe final decision as to expulsion.
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10. Transfer of credits
The Principal can under particular circumstances allow the transferof credits from another program or part of a program to theKaosPilot program.
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11. Dispensation
The Principal can – after a unanimous recommendation from thestudent-staff committee – dispense from the curriculum’sregulations.