Copenhagen School of Design and Technology


Leadership - Creating resilient teams in turbulent times (EN)

Danish title
Leadership - Creating resilient teams in turbulent times (EN)
Study programme
Business Economics & Information Technology
Type of education
Full time education
Level of education
Bachelor Programme
5. semester
Duration of the subject/module
1 semester
Programme elements
Start time
Guldbergsgade 29 N, København N
Subject number
Responsible for the subject(s)/modul(es)
Thomas Nørup
  • Purpose

    Resilient Leadership in the emerging of a new reality; a volatile, uncertain, complex and ambiguous (VUCA) world.

    The first part of the course deals with the sociological level of VUCA. The VUCA world, described as a rapidly changing, highly turbulent, and unpredictable business environment, presents entirely new challenges. On closer inspection of the VUCA world and its characteristics, the changing conditions of the macro-environment are based on an increase in complexity. The students will learn to reflect on these emerging challenges of constant, relentless, and volatile change. Learn strategies for navigating these challenging environments, through the development of adaptive and agile organizations and emotionally agile leaders, teams and individuals.

    The second part of the course will continue with the effects VUCA has on the organizational level. The student will be introduced to research on how to create world-class, high-performing IT teams enabling amazing business outcomes. The student will learn about the basic foundational principles of DevOps grounded in agile and lean philosophies with a particular focus on the culture and the mindset and learn to reflect on how to replicate DevOps culture and mindset into their own Organisation.
    I this part we will also take a look at the new ISO 22316 Organizational Resilience standard.

    The third part of the course will move to the individual level of VUCA. This part of the course will help students’ navigate with their emotions and build their emotional agility through a process called the Resilience Cycle and other tools. The process starts with releasing resistance, so we can stay present to what's happening by increasing rapport with ourselves. As a result, we can create new meaning, expand our identity, and ultimately have more choices. Then, with new choices open to us, we can anchor the outcome we want, enroll and engage our teams in pursuing that outcome, and keep everyone agile and powerful as new changes arise. As resilient emotion-focused leaders, it's our job to add more options to the menu of possible behaviors - both for others and for ourselves.


    The graduate:
    • possesses a broad knowledge of the business term VUCA (volatile, uncertain, complex and ambiguous)
    • possesses knowledge of, and is able to independently read appropriate research methods and analysis to profession related research and development activities related to DevOps,
    • possesses knowledge, is able to display an understanding, reflect over and identify the potential of emotion-focused leadership, emotional intelligence and being emotional agile.


    The graduate is able to:
    reflect on their own practice, as well as their profession’s challenges, in an VUCA perspective and as part of a broader social context (environment, business and organization) and deeper individual territory (mental models, beliefs and feelings),
    • independently, disseminate effectively and clearly information to all stakeholders about the chosen organizational transformation,



  • Type of instruction and practical application of learning objectives
    The course will be taught in a mix of lectures,video recorded teaching and group exercise classes. Throughout the course, the students are expected to participate actively in discussions of theories and cases. The exercises are to give the students a hands-on experience based on case studies. The elective will be based on different research-based literature and a cross functional business simulation.

    Feedback during the teaching period
    During the lectures, students will get an opportunity to engage with - and critically assess - theories. The lecturer will provide feedback quistions on the inputs from the students. In the exercise classes, students will work in groups with cases and present these cases to the rest of the class. Here too immediate feedback is given by the class and by the lecturer. The last exercise class is a feedback session organized as a student conference, where the groups are encouraged to present their preliminary work on their exam synopses to the class. Each group will be assigned as opponent group to one of the other groups. The lecturer will provide feedback on the models developed by the individual groups. After the exam, the groups will get feedback on their synopses and oral exam.
  • Exam

    The learning outcomes of the exam are identical with the learning outcomes of the subject(s)/modul(es)

    Prerequisites for access to the examination
    Each week, each student must answer questions related to the prepared literature.
    Exam in one or more subjects
    Subject/module is tested standalone
    Each week, each student must answer questions related to the prepared literature.

    On the last day of teaching, organized as a full-day conference, all students must present a four-minute pitch in front of the class. This pitch is peer reviewed by a selected fellow student / group.

    The group has to present their compelling pitch.
    Each group member presents his or her own seven-minute pitch, a pitch that is coordinated with the other group members' pitch.
    Type of exam
    Combined written and oral examination
    In order to participate in the oral exam, the written product must be handed in before the oral exam; by the set deadline. The grade is based on an overall assessment of the written product and the individual oral performance.
    Type of assignment
    Formal requirements
    Max. 5 pages
    Individual exam or group exam
    Group, 4-5 max participants
    Exam languages
    The oral exam has a duration of 45 minutes, of which:
    - 35 minute exam
    - 10 minutes of voting and announcement of character

    Each group (five students) has 45 min. in total, with each student having exactly seven minutes of coordinated presentation (pitch) for a total of 35 minutes. Then 10 minutes of voting and announcement of character
    Permitted exam aids
    Available exam aids
    Type of evaluation
    7-point grading scale
    Internal censure
hours of teaching
hours of preparation
The figure shows the extent of workload related to the subject divided into different study activities.

In the subject Leadership - Creating resilient teams in turbulent times (EN) you will receive 54 hours of instruction, which corresponds to 72 lessons (1 lesson = 45 min.) and 20% of your total workload for the subject.

The teaching primarily consists of the following activities: group work, cases, peer-review, exercises.
The preparation primarily consists of the following activities: reading the curriculum, exercises, watching video tapes from class, group work.

Read about KEAs Study Activity Model

*KEA can deviate from the number of hours if this is justified by special circumstances