PhD Scholarship at the Department of Marketing at Copenhagen Business School

Descrizione

Testo originale dell'annuncio (in inglese)

Copenhagen Business School invites applications for one vacant PhD scholarship at the Department of Marketing. Expected starting date is 1 February 2027. Based in architecturally beautiful buildings in central Copenhagen, our mission at the Department of Marketing at Copenhagen Business School (CBS) is to deliver excellent research-led education to an international audience at all levels, and to engage impactfully with business and society. The Department has five research clusters— Advances in Branding Research Cluster; B2B Marketing-Sales Research Cluster; Consumer Research Cluster, Digital Marketing Research Cluster, Tourism and Hospitality Management Cluster. Our faculty members rely on a wide range of theories and methodologies, within both qualitative and quantitative approaches, and are committed to rigorous theory development and theory-driven, empirical research. Our research focuses on marketing, yet we draw on other academic disciplines to the extent that they improve the quality of our marketing research. Also, we contribute to the literature on research-based management education. Our faculty members publish in both highly ranked marketing and other relevant journals, e.g., those contained within the Academic Journal Guide ranking list. Through our research-based teaching, we contribute across a palette of courses and programs at Copenhagen Business School. The Department looks for a PhD student who is interested in conducting academic research to create new knowledge within the below mentioned research call and to succeed after graduation either in a professional academic research career or in a professional career outside of academia, meaning in private firms or public institutions, where their sophisticated research skills are in high demand. Applicants are welcome to formulate their own specific topic as long as it is anchored in the below mentioned research call. The tentative first supervisor is Professor Bo Christensen ( bc.marktg@cbs.dk ) who you are welcome to reach out to for additional information. Research call within AI-Facilitated Blended Interaction Learning Spaces: Project framework A persistent challenge in higher education is the asymmetry between learning formats: lecture-based teaching offers students clear pathways for continued learning after class, through slide re-reading, note revision, and recorded content, while dialogical, workshop-based, and collaborative learning formats rarely afford comparable follow-up possibilities. Students leave the room with the richness of dialogue, but without artefacts or structures that allow them to return to, deepen, or transfer what occurred. This project addresses this gap by investigating how technology, space design, and pedagogy can together enable students to continue learning at work, in individual study, or in distributed settings following active, on-campus learning experiences. From a marketing perspective, the project treats this learning environment as a service ecosystem in which value is co-created between the institution, teachers, students, and digital tools. It therefore speaks directly to core marketing questions about service design, user experience, engagement, and perceived value. Research Focus: The project should explore how AI-facilitated blended interaction learning spaces can bridge the on-campus social learning moment with extended, individualised learning in other temporal and physical contexts. The project is centrally concerned with how generative AI tools can be integrated into workshop and studio-based formats to capture, summarise, moderate, and personalise in-class learning for later re-engagement. For example, AI systems might capture multiple concurrent group conversations during an in-class workshop, and subsequently feed back to individual groups: what they appeared to collectively focus on; how their emphases compared to peer groups; what the instructor foregrounded; and what areas the students might individually pri