Risk Management, Communication and Policy (RIS630)

Content

The course explores, at an advanced level, the sub-field of risk analysis covering risk management, perception, risk communication, and policy. The focus is on risk perception drivers, including low perceived risk v. high perceived risk; the determinants of trust and their implications for risk communication and policy, including high trust v. low trust situations; the role of the conventional and social media, including risk amplification and attenuation; communicating uncertainty; policy and communication in a transparent environment

The curriculum is structured in three sections, with the first section focusing on the evolution of the risk communication field, starting from risk perception. The second section examines key theoretical milestones in more depth, i.e. the narrative approach, trust, and the mental models. The third section covers risk policy as well as its relationship to risk communication.

The seminars typically involve presentations of key literature by students (in small groups), a short lecture that tackles crucial concepts (some pre-recorded) followed by a group discussion to address possible knowledge gaps. Students will routinely conduct analyses of defined problems and present their reports to other students.

Topics cover basic concepts, risk perception, risk communication as well as analysing risk policy.

Learning outcome

After completing the course students will be able to

Knowledge

• Understand the dynamics of risk perception and communication.
• Understand how a range of risks from various sectors (e.g. energy, food, pharmaceuticals) can be effectively managed and how science-informed policy can be successfully developed

Skills

• Have the ability to specialize in risk perception/ communication as one of the main branches of the risk analysis field.
• Have the ability to independently process scientific literature about the relationship between risk management and risk perception /communication. Emphasis will be put on developing scientifically-informed judgement, as well as the ability to present viable options for policy that will be discussed among peers.

General Competence

• Students will acquire general competence in writing an academic paper
• Students will develop their research ability
• Student will strengthen their presentation abilities
• The course will foster group work abilities

Required prerequisite knowledge

Exam

Course teacher(s)

Course coordinator:

Head of Department:

Method of work

Lectures and individual work and group work (on specific real-life problems inspired by problem-based learning techniques). Student-active methodology and close dialogue between students and teacher are key elements in the pedagogical work form.

Students will also form reading groups and present readings in a collegial fashion.

Open for

Course assessment

Literature