1. Adaptation vs Transformation 2. Technology and Global Change 3. Models in Transition 4. What is the Fourth Industrial Revolution? 5. The Digital Turn and Systemic Transformation 6. Beyond Growth: Questioning the Ideology of Progress 7. Models in Transition: Post-growth, Inequality and the Digital Divide 8. Regenerative Futures
Tipus d’activitat Hores amb professor Hores sense professor Hores virtuals amb professor Total Cerca i anàlisi d'informació 0 30,00 0 30,00 Elaboració individual de treballs 2,00 20,00 0 22,00 Exposició dels estudiants 8,00 0 0 8,00 Sessió participativa 20,00 10,00 0 30,00 Treball en equip 20,00 40,00 0 60,00 Total 50,00 100,00 0 150
Darian-Smith, Eve; McCarty, Philip C. (2017). The Global Turn: Theories, Research Designs, and Methods for Global Studies; . University of California Press. Arnulf Grübler (2003). Technology and Global Change. Cambridge University Press. Hooper, A., & Holtbrügge, D. (2020). Blockchain technology in international business: changing the agenda for global . Review of International Business and Strategy,, 30(2), 183-200 Schwalbe, N., & Wahl, B. (2020). Artificial intelligence and the future of global health. The Lancet, 395(10236), 1579-1586 Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press. Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press. Catàleg Braidotti, R. (2019). Posthuman knowledge. Polity Press. Chertkovskaya, E., Paulsson, A., & Barca, S. (2022). Towards a political economy of degrowth. Rowman & Littlefield. DeLanda, M. (2016). Assemblage theory. Edinburgh University Press. Catàleg Dunne, A., & Raby, F. (2013). Speculative everything: Design, fiction, and social dreaming. MIT Press. Escobar, A. (2018). Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Duke University Press. Grosz, E. (2011). Becoming undone: Darwinian reflections on life, politics, and art. Duke University Press. Grosz, E. (2017). The incorporeal: Ontology, ethics, and the limits of materialism. Columbia University Press. Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press. Hickel, J. (2020). Less is more: How degrowth will save the world. William Heinemann. Morozov, E. (2013). To save everything, click here: The folly of technological solutionism. PublicAffairs. Raworth, K. (2017). Doughnut economics: Seven ways to think like a 21st-century economist. Chelsea Green Publishing. Schmelzer, M., Vetter, A., & Vansintjan, A. (2022). The future is degrowth: A guide to a world beyond capitalism. . Verso Books. Scholz, T. (2016). Platform cooperativism: Challenging the corporate sharing economy. Rosa Luxemburg Stiftung. Schwab, K. (2021). The fourth industrial revolution: What it means, how to respond. Dins J. R. McClean, D. E. McLean, & D. B. Rivers (Ed.), Handbook of research on strategic leadership in the Fourth Industrial Revolution (, p. 1-13). IGI Global. Shiva, V. (2016). Who really feeds the world? The failures of agribusiness and the promise of agroecology. North Atlantic Books. Srnicek, N. (2016). Platform capitalism. Polity Press. Catàleg Zuboff, S. (2019). The age of surveillance capitalism: The fight for a human future at the new frontier of power. PublicAffairs. Catàleg
Activitats d'avaluació: Descripció de l'activitat Avaluació de l'activitat % Recuperable Participatory classes Frequency of participation, quality of contributions, collaboration and support for peers, initiative, and curiosity (5% Global Week) 25 No Team project Quality of content, organization and structure, creativity and originality, critical thinking 25 No Team presentation Knowledge of the topic, organization and structure, communication skills, use of visual and technological aids, interaction with the audience 25 No Reflexive individual essay Critical thinking, level of introspection, link theory to everyday life 25 No
Assessment will focus on students’ critical thinking skills, their ability to synthesize information coherently, and their competence in relating classroom content to real-life scenarios and broader contexts. It is mandatory the assistance and active participation in 80% of the scheduled sessions. The students not attending the minimum number of sessions will be considered as 'Absent' (in Catalan: "no presentat"). The course grades will take into account in-class presentations, activities and debates. Students who fail the course may resit it by taking a 100% oral examination. Criteris específics de la nota «No Presentat»: No show mean not participating in the group assignments and individual tasks. Avaluació única: An individual oral examination (100%) will be administered to assess each student's mastery and practical understanding of the technological concepts and tools introduced throughout the course. Requisits mínims per aprovar: A minimum grade of 5 is necessary to pass the subject. To be evaluated using the continuous assessment system, the students need to attend 80% of the sessions.
In cases where the teaching staff have doubts regarding the authorship of any assessment task, the student may be required to attend an in-person or synchronous interview (which may be recorded) for the purpose of verifying the student's knowledge and competencies and ensuring the authorship of the assessment. If it is not possible to confirm that the student is the author of the assessment, the assessment will be awarded a failing grade.