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Teaching at CBS
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Market analysis project: from problem decomposition via analysis of raw data to higher-order recommendations (NN2)
Students write a pitch to the EIB to learn about funding of green projects (NN3)
Stakeholder roleplay (NN5)
Group essay and group-to-group feedback sessions (NN6)
Group presentations and facilitation of critical discussion (NN6)
Groupwork with cases (NN6)
Students to Innovate Sustainable Business Models: Course Combines Real-World Cases, Design Thinking, and Tools to Foster Change and Protect Future Prosperity (NN7)
Diversity in nationalities and educational background as an outset for relearning (NN8)
Knowledge exchange in intercultural group work (NN8)
Use of icebreakers to prepare for roleplay (NN8)
Students participate in debate day on creativity in a global context (NN9)
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CBS’ Advisory Board on AI in education
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AI in Education: Catalogue of Examples
AI Glossary
AI in Teaching & Learning – Join Special Interest Group (SIG)
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TEACHING & LEARNING
COPENHAGEN BUSINESS SCHOOL
Home
Teaching at CBS
Blog
Pedagogical principles at CBS
Accessibility
Course design
Course design models
Learning taxonomies
Examination guidelines
Group Exam with individual assessment
Oral exams
Guidelines for the oral defense of theses at CBS
Oral examination – format and procedure
Overall grade assessment
Written exams
Feedback
Examples of feedback
Feedback catalogue
Feedback formats
Peer feedback
Rubrics
Signature Course Packs
Marketing Signature Course Pack
Teaching formats and activities
Blended Learning
Blended learning: Examples
Getting started with blended learning
Why do blended learning?
Case-based teaching
Case-based teaching: Approaches
CBS Studios
Creative Studio
Team Studio
Learning how to teach in Business Studios
Collaborative learning
GenderLAB
In-class activities
Learning objectives
Lecturing
Online teaching
Getting started with online teaching
Online teaching: Toolbox
Supervision
Nordic Nine
Catalogue of Nordic Nine examples
Market analysis project: from problem decomposition via analysis of raw data to higher-order recommendations (NN2)
Students write a pitch to the EIB to learn about funding of green projects (NN3)
Stakeholder roleplay (NN5)
Group essay and group-to-group feedback sessions (NN6)
Group presentations and facilitation of critical discussion (NN6)
Groupwork with cases (NN6)
Students to Innovate Sustainable Business Models: Course Combines Real-World Cases, Design Thinking, and Tools to Foster Change and Protect Future Prosperity (NN7)
Diversity in nationalities and educational background as an outset for relearning (NN8)
Knowledge exchange in intercultural group work (NN8)
Use of icebreakers to prepare for roleplay (NN8)
Students participate in debate day on creativity in a global context (NN9)
Support package
Faculty development
Continuous professional development
Stipends
Course catalogue
Peer consultations
Self-paced & on-demand courses
For Assistant Professors
HETEP
Assistant Professor Program (APP) (NB! Replaced by HETEP from August 2021)
Instructors
Why use instructors?
Teaching tasks
Instructor training
Instructor course
EduTech
EDU Tools
AI Tools
Events & Resources – learn about AI
Copilot
AI as your teaching assistant
CBS’ Advisory Board on AI in education
Tips on revising your exam questions
AI in Education: Catalogue of Examples
AI Glossary
AI in Teaching & Learning – Join Special Interest Group (SIG)
GDPR and data protection
The Nordic Case House
Case Collection
How to develop a case
How to publish a case
How to teach a case
Links to case databases
Our services
VIDEO & MEDIA
Animation & Illustrations
Lecture capture
Podcasts
Recording videos
Professional video
About
Contact
Staff
Department consultants
Ambassadors
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