Morten Hansen is a Lecturer in Digital Economy and Innovation Education at the Department of Digital Humanities, King’s College London. His research and teaching portfolio focuses on unpacking the business models of digital platforms, and he specialises in public capacity building through technological innovations. Morten was trained at the University of Cambridge, the University of Oxford, and Aarhus University. His current research focuses on human-machine reconfigurations and their impact on education as a process, outcome, and institution.

Research interests and PhD supervision

• Education
• Digital economy
• Critical market studies
• Machine-human reconfigurations

Teaching

Morten teaches across topics in digital economy, entrepreneurship, management, and data. He also facilitates the Department’s Writing Lab, and has in the past taught sociology, research methods, and new economic thinking at other UK institutions.

Selected publications

• Hansen M (2024) From attention economy to cognitive lock-ins. Big Data & Society.
• Hansen M (2024) The market for corporate embedded colleges in England: a history in three stages. Globalisation, Societies and Education.
• Martini M, Moscovitz H, Ugalde R, Hansen M, Hughson T, Marfán J, Tozan O, (2024), In search of a global community: a multivocal critique of UNESCO’s education commons discourse. Journal of Education Policy.
• Hansen M & Komljenovic J (2023) Automating Learning Situations in EdTech: Techno-Commercial Logic of Assetisation. Postdigital Science and Education, 5, 100–116.
• Hansen M (2023) “Callon’s Ode to Marktes” by Michel Callon (Princeton University Press, 2021). Organisational Studies.
• Komljenovic J, Sellar S, Birch K, Hansen M (2023). Assetization of higher education’s digital disruption. World Yearbook of Education 2024: Digitalization of Education in the Era of Algorithms, Automation, and Artificial Intelligence edited by Williamson B, Komljenovic J, Gulson K.
• Hansen M & Van den Bossche A (2022) From newspaper supplement to data company: Tracking rhetorical change in the Times Higher Education’s rankings coverage. Poetics, 92, 101637.