Risk Perception, Communication and Human Behaviour
Riskuppfattningar, kommunikation och mänskligt beteende

VRSN50, 7.5 credits, A (Second Cycle)

Valid for: 2024/25
Faculty: Faculty of Engineering LTH
Decided by: PLED BI/RH
Date of Decision: 2024-04-04
Effective: 2024-05-08

General Information

Depth of study relative to the degree requirements: Second cycle, in-depth level of the course cannot be classified
Mandatory for: MKAT1
Elective for: R4, RH4
Language of instruction: The course will be given in English

Aim

• to provide students with understanding, skills and approaches to working with risk perceptions and risk communication in theory and practice.
• to provide students with understanding and tools to take the needs of different individuals or groups  into account when assessing and/or analysing risks using theories of social structures such as a gender perspective

Learning outcomes

Knowledge and understanding
For a passing grade the student must

• demonstrate knowledge and understanding of what risk perceptions and risk communication can include in practice, and how this relates to the theoretical models of risk perception and communication.
• demonstrate in-depth knowledge of how perception affects behaviour and the relevance this has for theoretical development and practical implications in this field.

Competences and skills
For a passing grade the student must

• demonstrate an ability to critically and systematically integrate knowledge about risk preception and communication, and analyse, evaluate and develop different communucation strategies.

Judgement and approach
For a passing grade the student must

• demonstrate the ability to critically reflect on relevant scientific, social and ethical aspects of risk perceptions, risk communication and the link to behaviour in practice.
• demonstrate the ability to critically reflect on their own perspective in relation to risks, behaviour and gender.

Contents

The course contains both theoretical and practical perspectives, where students mix knowledge with real-life applications of theories. Models that explain risk perceptions and theories of risk communication is presented, and these are contrasted with different ways of estimating or observing human behavior. A particular focus will be on assumptions and values, where these will be made explicit and critically assessed. Students work individually where they choose a risk that interests them and analyze it based on how this risk can be perceived and how it can be communicated between different stakeholders, and how this affects actual behavior. Students presented to the entire group, where other students can provide feedback and contribute their own perspectives and experiences, with the facilitator of the teacher. Final exam consists of a written report and oral presentation. 

Examination details

Grading scale: TH - (U, 3, 4, 5) - (Fail, Three, Four, Five)
Assessment: Written reflective report, active participation in the seminars and contributing with peer-feedback to the other students. The report should contain critical reflection on how risk perceptions affect their communication in practice.

The examiner, in consultation with Disability Support Services, may deviate from the regular form of examination in order to provide a permanently disabled student with a form of examination equivalent to that of a student without a disability.

Modules
Code: 0120. Name: Report.
Credits: 5.0. Grading scale: TH - (U, 3, 4, 5). Assessment: Approved individual paper. The module includes: Individual paper. The aim of this course is to give the students an in-depth understanding of how risks are perceived and communicated in society. By working with their own perspective on risk, presenting and arguing for a this perspective – informed by the theoretical models, the students increase their knowledge and understanding of how risks are managed and communicated in society.
Code: 0220. Name: Active Participation.
Credits: 2.5. Grading scale: UG - (U, G). Assessment: Active participation at mandatory seminars. The module includes: Seminars. During the course, the students are expected to give and receive feedback on the teachers, fellow students as well as their own presentations, something that requires active engagement.

Admission

Assumed prior knowledge: VRSN01 Societal Resilience
The number of participants is limited to: 40
Selection: Completed university credits within the program. Within programs where the course is given as a compulsory course students are guaranteed admission. Thereafter priority is given to students enrolled in programs that include the course in the curriculum.
Kursen överlappar följande kurser: VRSN35

Reading list

• Slovic, P: Perception of risk. Science, 236(4799), 280–285. Science, 236(4799), 280–285, 1987. https://doi.org/10.1126/science.3563507.
• Börjesson, M., & Enander, A: Perceptions and sociodemographic factors influencing vaccination uptake and precautionary behaviours in response to the A/H1N1 influenza in Sweden. Scandinavian journal of public health, 42(2), 215-222, 2014.
• Doorn, N: The blind spot in risk ethics: Managing natural hazards. Risk Analysis, 35(3), 354-360, 2015.
• Ericson, M: Firefighters as exceptional: Heroism, nationalism and masculinity in times of suburban riots and anti-racist protests. NORMA: International Journal for Masculinity Studies, 9(3), 178-190, 2014.
• Fischhoff, B: Risk perception and communication unplugged: twenty years of process 1. Risk analysis, 15(2), 137-145, 1995.
• Hansen, J., Holm, L., Frewer, L., Robinson, P., & Sandøe, P: Beyond the knowledge deficit: recent research into lay and expert attitudes to food risks. Appetite, 41(2), 111-121, 2003.
• Hansson, S-O: Keynote address at the conference Research in Ethics and Engineering. 2015. Delft University of Technology, April 25 2002.
• Kahan, D. M., Braman, D., Gastil, J., Slovic, P., & Mertz, C. K: Culture and identity‐protective cognition: Explaining the white‐male effect in risk perception. Journal of Empirical Legal Studies, 4(3), 465-505, 2007.
• Nilsson, A., Wester, M., Lazarevic, D., & Brandt, N: Smart homes, home energy management systems and real-time feedback: Lessons for influencing household energy consumption from a Swedish field study. Energy and Buildings, 179, 15-25, 2018.
• Nilsson, S., Alvinius, A., & Enander, A: Frames of public reactions in crisis. Journal of Contingencies and Crisis Management, 24(1), 14-26, 2016.
• Rothe, D: Gendering resilience: Myths and stereotypes in the discourse on climate‐induced migration. Global Policy, 8, 40-47, 2017.
• Shove, E: Beyond the ABC: climate change policy and theories of social change. Environment and planning A, 42(6), 1273-1285, 2010.
• Sjöberg, L: Are received risk perception models alive and well?. Risk Analysis: An International Journal, 22(4), 665-669, 2002.
• Sjöberg, L., Peterson, M., Fromm, J., Boholm, Å., & Hanson, S. O: Neglected and overemphasized risks: the opinions of risk professionals. Journal of Risk Research, 8(7-8), 599-616, 2005.
• Slovic, P., Finucane, M. L., Peters, E., & MacGregor, D. G: The affect heuristic. European journal of operational research, 177(3), 1333-1352, 2007.
• Young, I. M: The Logic of Masculinist Protection: Reflections on the Current Security State. Signs, 29(1), 1–25. https://doi.org/10.1086/375708, 2003.
• Walkup, M: Policy dysfunction in humanitarian organizations: The role of coping strategies, institutions, and organizational culture. Journal of refugee studies, 10(1), 37-60, 1997.
• Wester, M: Risk and Gender: Daredevils and Eco-Angels. In Handbook of Risk Theory: Epistemology, Decision Theory, Ethics, and Social Implications of Risk (pp. 1029-1048). Springer, 2012.

Contact

Course coordinator: Misse Wester, misse.wester@risk.lth.se
Course administrator: Linnéa Ekman, linnea.ekman@ebd.lth.se

Further information

The course focuses on giving students knowledge of how groups differ in terms of perceptions of risks, how these are communicated in society between different actors, and what possible effects this might have on behaviour. During the course, students will learn how risk perception is shaped in various contexts, and how this can affect the communication between experts and the public. In the course, different modes of communication will be explored, to increase the knowledge of different types of information sharing and communication in the modern information landscape. Students will gain a deepened understanding of how risks are prioritised among different social groups, and how communication between experts and laymen can occur. Students will be able to identify how risks affect groups in society, and in particular how gender differences affect distributions of risk. The course is based on active participation of the students, where learning takes place through interaction between students and teachers. It requires active participation of all students in their own work, in peer review and dialogue, as well as in student-led seminars.