The design studio engages students with architecture as a responsible practice on a variety of scales applying a multitude of design- and research methods, preparing them for the demands of the broad field of architecture and planning. Architectural and urban design is practiced in the context of projects of varying complexity, ranging from constructive building details and structures, to devising groups of structures and entire settlements and habitats. Design projects are represented in drawings, models, images, and by using all other available media. Teamwork is conducted with particular attention to the internal organization and workings of the teams.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, cultural, environmental (ecological) economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed and general/community audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualisation techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

mid-term and final reviews, participation, minimum 75% mandatory presence

As an alternative to the Semester abroad, students can select to pursue a research project at the University of Liechtenstein. In this module, students develop and conduct an intensive research project providing them with insights into academic research methodologies. The scope and topic need to be agreed with the Academic Director prior to an application.

exercises, experiment, research, writing, visualising, modelling,
presenting, case study, peer feedback

Professional competence

• Independently identify a research topic and develop it coherently into a research proposal for the Master's thesis
• With minimal guidance can manage own learning using full range of resources for the discipline
• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Make formal presentations about specialist topics to informed audiences.
• Show competence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Analyse new and/ or abstract data and situations without guidance, using a range of techniques and methods appropriate to the subject
• Critically evaluate evidence to support hypotheses, reviewing its reliability, validity and significance
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.

Personal competence

• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.
• Take responsibility for own work and are able to criticise it

Agreement with Academic Director

Mid-term and final presentations, book

Today, major urban areas in developed regions are, without doubt, economic giants. Only 600 urban centers generate about 60 percent of global GDP. The urban world is shifting. Scholarly journals have published thousands of articles about urban economies. Among the questions we frequently find: Why do some cities grow faster than others? Why do some generate more wealth? Why do some decline? How do cities generate wealth, how do they apportion their wealth to further social and environmental goals?
Cities are first and foremost places—agglomerations of people—rather than economic and political units. Also, cities’ power to make economic policy is limited. While cities aren’t like nations, which can leap from rags to riches within a generation, they do have the policy apparatus to influence their economic destiny. A city’s initial size and location will largely determine which classes of economic activity are likely to succeed there and which are likely to fail.

The course will introduce you to the world of the economy of the built environment, urban and city economies, the role of private and public property, infrastructure and the build environment. The main focus is to understand the micro- and macro -economics and to endow your architectural and urban design skills with knowledge about the dynamics and responsibilities of building assets and their political, social and historical aspects. The financing, marketing and management of cities and our build environment is driven by the larger economy and related political issues: these are core drivers for most architectural design commissions and outcomes. Within this you will begin to understand the built environment as value structure, of real property interests and dynamics that determine design briefs and, together with public policy directions and planning objectives, set the stage for the design and planning profession to unfold and excel within. Familiarity with the conceptual frameworks, practical tools and language of the world of the 'built economy' and the appurtenant property market is an important asset, since, when inadequately understood and applied, development frameworks can constrain creativity and design quality - and lead to practices that can be regarded as socially, environmentally and economically unsuccessful.

The subject hence has a twin objective: to not only bestow an understanding of economy, but to do so in a manner that is applied in a political and social development framework. You will encounter the growing domain of economy in the build environment that seeks to influence our architectural excellence and the objective to interact with the drivers and champions of urban change and the involved social groups and solicit participation: taking into account that often the projects have multiple decision makers, accomplishers and reference social groups in addition to the community considered overall.

Lecture and seminar: case studies, discourse, writing

The outcome is to assist in developing both a sense of ethical understanding and practical vision in achieving knowledge about economical feasibility and resilient urban understanding that respond to the environmental, social and political demands of today. It is to help developing a working knowledge of processes in the property world, such as principles of corporate social responsibility and community investment; concepts of 'design dividends'; tools of gauging urban quality; incentives and other mechanisms for quality guidance and market innovation; and partnerships and other effective means of implementation. Ultimately, it is to motivate and prepare tomorrow’s architects and urban planners (so as relevant partners) for the complex world of real estate, by providing the basic knowledge of the industry and applying it into a real world experience.

Professional competence

• Understand abstract concepts and their impact on your work
• Explain competently, discuss and critique own work through oral presentations, writing or visual communication

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner

Social competence

• Discuss and articulate ideas and information fluently

Personal competence

• Assess own work and put it into a historical, theoretical and philosophical context

Personal competence

• Assess own work and put it into a historical, theoretical, cultural and social context.

The Built Environment: Economics and management Strategies by Rocco Curto
Polytechnic of Turin, Italy Keywords: Economics, environmental assets, economic strategies, management strategies ©Encyclopedia of Life Support Systems (EOLSS)
Summary of Urban Economy Assessment: What is Urban Competitiveness? By Douglas Webster and Larissa Muller. (2000). Urban Competitiveness Assessment in Developing Country Urban Regions: The Road Forward, Paper Prepared for Urban Group, INFUD, The World Bank, Washington D.C., July 17.
Report | McKinsey Global Institute I March 2011: Five principles of Urban Economics By Mario Polèse Professor at the Centre Urbanisation Culture, Société at Montreal’s Institut National de la Recherche
Scientifique. He is the author of The Wealth and Poverty of Regions: Why Cities Matter.
Report | McKinsey Global Institute | March 2011 Urban world: Mapping the economic power of cities
by Richard Dobbs, Sven Smit, Jaana Remes, James Manyika, Charles Roxburgh, Alejandra Restrep
The Design Dividend. Property Council of Australia, Droege, P. 1999.
The Economics of Amenity. Center for Cultural Resources, MacNulty, R., Jacobson, D., R. Leo Penne; 1985

Portfolio, exercises, minimum 75% mandatory presence

Social innovation is about the various ways in which people are creating new and more effective answers to the biggest challenges of our times such as climate change, poverty, migration and food security. Social innovations can be defined as concepts and ideas that meet societal needs through re-thinking social relationships and collaborations. These innovations can be products, services or models. Co-working spaces, (skill-, tool-) sharing platforms, repair cafés and community-supported agriculture projects are some examples of existing social innovations. Generally, social innovations contribute to a more just and sustainable society. This course examines the potentials of social innovation in Liechtenstein. Based on a theoretical foundation, new impulses for selected local initiatives will be developed.

• Interactive learning sessions
• Working in groups on a local case study with local stakeholders
• Organising learning sessions for each other/peer to peer lectures

During this interactive module, students will learn about social innovation and apply this knowledge directly in the field. Students get the opportunity to work concretely with projects in Liechtenstein. Moreover, peer-to-peer lectures will provide a diverse programme and the chance to improve presentation skills.

• Lean about social innovation
• Foster social innovation(s) in Liechtenstein
• Work with local stakeholders
• Develop presenting skills
• Improve feedback and reflexion skills

Reading material will be provided

"Open Book of Social Innovation". http://youngfoundation.org/wp-content/uploads/2012/10/The-Open-Book-of-Social-Innovationg.pdf

Part A: (25%) Fulfillment of personal learning goals (3-5)
Part B: (25%) Peer lecture and peer feedback
Part C: (25%) Report case study
Part D: (25%) Presentation for the local stakeholders

Compulsory attendance (min. 80%)

Passed / Failed

• Course based on continuous assessment, details see under "assessment".
• Meeting attendance obligations and active participation are an essential pre-requisite for successfully completing a course based on continuous assessment.
• Attendance must be proven for at least 80% of the stipulated contact time. Responsibility for checking and providing written proof of this obligatory attendance lies with the course lecturer who is required to store this information at least until the end of the semester.
• In the case of absenteeism that exceeds the specified limits of absence, a medical certificate is required. Responsibility lies with the head of the Coordination Office for Cross-Faculty Elective Subjects to approve the reason for the student's failure to attend.
• Participation in other activities of the university are not recognized as an excused absence.

Fakultätsübergreifendes Wahlfach:
Es gelten spezielle Anmeldemodalitäten.

Interdisziplinärer Workshop, in dem die Studierenden der vier Executive-Masterstudiengänge gemeinsam konkrete Querschnittthemen aus dem International Private Wealth Management in Form von grenzüberschreitenden Fallstudien behandeln, diskutieren und präsentieren.

• Concepts, theories and models of intercultural communication
• Intercultural management, intercultural leadership
• Cultural dimensions in societies
• The value systems in cultures and their relationship to human behaviour
• Eurocentrism versus ethnopluralism
• Stereotypes, xenophobia and multiculturalism

Activity-oriented motivating workshops with lecture segments

Participants are able …

• to explain the basic concepts and theories of intercultural communication
• to analyse intercultural communication situations
• to describe their own and foreign value systems
• to apply intercultural insights in a work environment
• to do presentations in English

Intercultural communication skills are regarded as key competencies and therefore an important asset in a globalized labour market.

Trompenaars, F., Hampden-Turner, Ch. (2012). Riding the Waves of Culture - Understanding Diversity in Global Business. London: McGraw-Hill.

Gibson, R. (2010). Intercultural Business Communication. Berlin: Cornelsen.

House et. al (2004). Culture, Leadership, and Organization. The GLOBE Study of 62 Societies. Thousand Oaks: Sage Publications.

assessment tasks:
part A: 50 % intercultural video-clip (group work)
part B: 25 % intercultural diary (individual work / 4 entries)
Part C: 25 % written summary of the reading assignment

Compulsory attendance (min. 80%)

passed / failed

• Course based on continuous assessment, details see under "assessment".
• Meeting attendance obligations and active participation are an essential pre-requisite for successfully completing a course based on continuous assessment.
• Attendance must be proven for at least 80% of the stipulated contact time. Responsibility for checking and providing written proof of this obligatory attendance lies with the course lecturer who is required to store this information at least until the end of the semester.
• In the case of absenteeism that exceeds the specified limits of absence, a medical certificate is required. Responsibility lies with the head of the Coordination Office for Cross-Faculty Elective Subjects to approve the reason for the student's failure to attend.
• Participation in other activities of the university are not recognized as an excused absence

Dr. Heinz Bachmann; Link zum Profil: https://phzh.ch/personen/heinz.bachmann

Fakultätsübergreifendes Wahlfach:
Es gelten spezielle Anmeldemodalitäten.

Philosophy is often and mistakenly taken as a discipline that has no relation to the real world. This course, centered around ethics in general, and practical ethics in particular, aims at deconstructing this false view about philosophy.
For practical ethics is the area of ethics that tries to analyze specific, concrete and controversial moral issues in order to provide the best (right?) answers. Indeed, as human beings, we are often confronted with real-life situations which require ethical analysis and orientation. For example:

• Should animals be used for medical purpose?
• Should one's privacy be violated for safety or security reasons?
• Should some live wealthy while others die of hunger?
• Should a citizen, even in a democratic setting, disregard his obligations towards the state?

In this course, we'll be asking how and to which extent ethical standards and principles can be applied to the above-mentioned concrete issues.

Lectures, written examination

Participants will be able to:

• Familiarize with traditional and modern ethical theories.
• Acquire knowledge of different fields of practical ethics
• Understand how ethical theories can be applied to practical and concrete life-situations.
• Formulate personal and well-articulated positions
• Develop critical thinking.

• Simon Blackburn, Ethics: A Very Short Introduction (Oxford: OUP, 2001).
• Andrew I. Cohen, Christopher H. Wellman, Eds. Contemporary Debates in Applied Ethics (Oxford: Blackwell, 2005).
• Peter Singer, Practical Ethics, 3rd Ed. (Cambridge: CUP, 2011)

• Michael Boylan (ed.), Environmental Ethics (John Wiley & Sons, 2nd edition, 2013).
• David Miller, Political Philosophy. A Very Short Introduction (Oxford: OUP, 2003.)
• Michael Huemer, The Problem of Political Authority: An Examination of the Right to Coerce and the Duty to Obey (Basingstoke: Palgrave MacMillan, 2013.)

Written examination (100%): Essay exam (2500 - 3000 words, specific criteria will follow, choice of topics will be announced on the

Sign in for the lecture series and the examination, separately.

Passed / Failed

• Course based on continuous assessment, details see under "assessment".
• Written examination about lecture and the additional lecture as an exam essay.
• The examination date of this irregular lecture: 12.12.2018 till 16.1.2019

> Sign in till 10.12.2018
> Topic will be announced 12.12.2018
> Hand in your essay 16.1.2019

• There will be one repeat testing date - if requested - in summer semester 2019.

Dr. Cheikh Gueye; Link zum Profil: http://cheikh-mbacke-gueye.com

Fakultätsübergreifendes Wahlfach:
Es gelten keine speziellen Anmeldemodalitäten.

In this course, students will approach current infrastructural problems from a social science point of view. We understand infrastructure as an assemblage of installations, operating procedures and usages, involving supply, storage, transport and evacuation of goods, people and data. The course offers a reflexion on contemporary urban transition in the western world: to address contemporary challenges, such as demographic pressure, climate change or energy shortage, one major issue is to adapt, optimise and revalorise systems and practices that surround infrastructures today.

The course proposes to apprehend urbanisation through a form of 'infrastructural knowing'. We will put into conversation infrastructural properties presented in class with concrete examples of infrastructures observed in the field. The infrastructures we will be visiting are not innovative, spectacular or contested as such. Rather, we will take a closer look at mundane infrastructures, which we use in our everyday life, often without taking note (such as, for example, a bus stop, a bicycle sharing-system, a data centre or long-distance heating system). We will select such infrastructure on purpose. The work that we will do on such infrastructures will help us to reconsider (specify, complete, adapt and if necessary replace) the concepts presented in the course. Thus, the course's goal is to generate a matrix which will be of use for future research on the link between infrastructure and urbanisation.

Students undertaking this course will:

• Acquire introductory understanding of how infrastructures are linked to the material and technical order of contemporary urbanisation
• Discuss relevant concepts to provide for an analysis of the relationship between infrastructure and urban transition
• Describe the relationship between infrastructure, usage and urban experience
• Generate hypotheses on real infrastructures from observations and readings of relevant texts and visualisations
• Discuss possible strategies on how to requalify infrastructure for sustainable urban transformation

Compulsory reading of one of the five books in the list and written summarization of two selected chapters (max. 3 pages). The summarization will be evaluated (30% of course assessment):

BELANGER Paul, 2016, Landscape as Infrastructure, London, Routledge.
AMIN Ash et THRIFT Nigel, 2017, Seeing Like a City, Cambridge, Polity Press.
EASTERLING Keller, 2014, Extrastatecraft. The Power of Infrastructure Space, Cambridge, MA, MIT Press.
GRAHAM Stephen et MARVIN Simon, 2001, Splintering Urbanism: Networked Infrastructures, Technological Mobilities, and the Urban Condition, London, New York, Routledge.
HARVEY Penny et KNOX Hannah, 2015, Roads: An Anthropology of Infrastructure and Expertise, New York, Cornell University Press.

Part A: evaluation of final written report on group field work 70%
Part B: evaluation of summarization of two chapter selected from book in reading list (see below) (30%)

Compulsory attendance (min. 80%)

Passed / Failed

• Course based on continuous assessment, details see under "assessment".
• Meeting attendance obligations is an essential pre-requisite for successfully completing a course based on continuous assessment.
• Attendance must be proven for at least 80% of the stipulated contact time. Responsibility for checking and providing written proof of this obligatory attendance lies with the course lecturer who is required to store this information at least until the end of the semester.
• In the case of absenteeism that exceeds the specified limits of absence, a medical certificate is required. Responsibility lies with the head of the Coordination Office for Cross-Faculty Elective Subjects to approve the reason for the student's failure to attend.
• Participation in other activities of the university are not recognized as an excused absence.

Fakultätsübergreifendes Wahlfach:
Es gelten spezielle Anmeldemodalitäten.

Alle Menschen wollen glücklich sein. Jedoch: Was ist das - Glück? Welche Dinge machen Menschen glücklich? Wie wichtig sind Beziehungen für unser Glück? Braucht ein Leben einen Sinn um ein wahrhaft glückliches Leben zu sein? Was haben Charakterstärken mit Glück zu tun? Welche Arbeiten machen glücklich? Wie hängen Geld und Glück zusammen? Dieser Grundkurs will klare Anworten auf diese und weitere Fragen geben, indem er grundlegende Konzepte und empirische Erkenntnisse aus der Positiven Psychologie vermittelt. Ergänzend und vertiefend gibt es Exkurse in verwandte Fachdisziplinen (z.B. Philosophie der Lebenskunst, Arbeitssoziologie).

Der Kurs bietet eine bunte Mischung aus theoretischen Reflexionen und praktischen Übungen. Zu letzteren zählen etwa die Positiven Psychologischen Interventionen (PPIs), die nachweislich die Lebenszufriedenheit steigern.

Der Dozent bietet eine interaktive Vorlesung mit psychologischen Fragebögen und praktischen Übungen. Neue Erkenntnisse werden in Kleingruppen reflektiert und diskutiert. Grundlegende Texte werden zu Hause gelesen und in der Lehrveranstaltung gemeinsam analysiert. Psychologische Konzepte werden in Filmanalysen greifbar gemacht. Die Studierenden erarbeiten sich gewisse Themenbereiche eigenständig und präsentieren ihre Einsichten in Referaten. Der Dozent sieht sich als Prozessbegleiter und bietet den Studierenden die Möglichkeit, eigene Schwerpunkte zu setzen.

Die Studierenden gewinnen ein tieferes Verständnis für ein komplexes Thema: Das Glück. Und sie lernen zentrale Ideen und wichtige Forschungsergebnisse aus der Positiven Psychologie kennen. Diese wissenschaftlichen Erkenntnisse dienen immer auch als Reflexionsstoff für Selbsterkenntnisse.

Die Studierenden können verschiedene Wege zum Glück benennen - und sie kennen auch Irrwege, also Wege, die ins Unglück führen. Sie wissen um ihre eigenen Charakterstärken und können Charakterstärken bei anderen identifizieren. Sie wissen, wie sich das Glück trainieren lässt und können die "Glücksübungen" aus der Positiven Psychologie auf ihre Lebenswelt hin adaptieren. Die Studierenden erfahren, wie verschiedene wissenschaftliche Zugänge (Psychologie, Philosophie, Soziologie) zu einem Thema das Verständnis bereichern können.

• "Glück. Ein Grundkurs in Positiver Psychologie"(Skriptum)
• Martin Seligman: Flourish (Auszüge)

Teil A: 30%
Von den Studierenden wird erwartet, dass sie Texte lesen, Filme schauen und eigenständige Recherche beschreiben. Dieses im Selbststudium erworbene Wissen wird in Form eines Textes, einer Kreativarbeit oder eines Vortrages überprüft. Wegen der Kursgrösse wird nicht jeder Studierende einen Vortrag halten können.

Teil B: 40%
Die Studierenden führen ein Tagebuch, in dem sie sich kritisch mit den Ideen des Kurses auseinandersetzen und einen Bezug zu ihrem realen Leben herstellen. Das Tagebuch wird zwei Mal während des Semesters abgeben und dann noch einmal am Ende des Semesters.

Teil C: 30%
Die Studierenden sollen in der Lehrveranstaltung aktiv mitarbeiten. Für eine gute Mitarbeit ist es wichtig, die Hausaufgaben gewissenhaft zu erledigen.

Der Besuch der Lehrveranstaltung ist verpflichtend (min. 80% Anwesenheit).


Letzter Eintrag ins Tagebuch. Deadline für die Abgabe des Tagebuchs: 5.12.2018

Der Besuch der Lehrveranstaltung ist verpflichtend (min. 80% Anwesenheit).

Bestanden / Nicht bestanden

• Die geforderten Leistungsnachweise werden entsprechend der unter "Beurteilung" aufgeführten Modalitäten ausgestellt.
• Bei prüfungsimmanenten Lehrveranstaltungen besteht grundsätzlich Anwesenheitspflicht.
• Die Erfüllung der Anwesenheitspflicht und eine aktive Teilnahme sind eine notwendige Voraussetzung für den positiven Abschluss einer prüfungsimmanenten Lehrveranstaltung.
• Die Anwesenheit muss für mind. 80% der Kontaktzeiten nachgewiesen werden.
• Die Überprüfung und schriftliche Dokumentation der Anwesenheitspflicht obliegt dem/der jeweiligen Dozierenden, der/die diese zumindest bis zum Abschluss des Semesters aufbewahrt.
• Für Fehlzeiten, die über die definierten Abwesenheiten hinausgehen, gilt Attestpflicht.

Es obliegt der Leitung der Koordinationsstelle für fakultätsübergreifende Wahlfächer den Versäumnisgrund zu genehmigen.

• Der Besuch einer anderen Veranstaltung der Universität gilt nicht als entschuldigte Abwesenheit.

Fakultätsübergreifendes Wahlfach:
Es gelten spezielle Anmeldemodalitäten.

Einen urbanen und kreativen Lebensstil zu führen und sich entsprechenden Vergnügungen zu widmen, ist für viele alltäglich und begehrenswert. Doch was heisst "urban" oder "kreativ" überhaupt? Zählen dazu ein Event wie der Street Food-Market, die Aktivitäten in der Gartenkooperative oder im Verein des Crypto Country Liechtenstein? Wie und wo lassen sich an einem konkreten Ort in Liechtenstein, der Ostschweiz oder im Vorarlberg urbane Phänomene und Kreativität festmachen und erleben? Wieso wird innerhalb und ausserhalb einer Gruppe und in bestimmten Kontexten etwas als "urban" oder "kreativ" bezeichnet?
Solchen Fragen und weiteren von euch Studierenden aufgespürten Themen gehen wir in diesem Kurs nach, indem wir ethnografische Werkzeuge erproben und anwenden. Dabei beziehen wir uns auf theoretische und methodische Prinzipien der Ethnografie. D.h. wir gehen ins Feld und beobachten mit einem "ethnografischen Blick", was Menschen tun, wie sie es tun, welche Dinge sie benutzen, was sie wissen und wie sie kommunizieren. Wir üben das genaue Hinschauen, Beobachten und Zuhören und testen multisensorielle Herangehensweisen. Wir achten auf das menschliche Verhalten, die Beziehungen zwischen Menschen und Dingen, nehmen ästhetische Codes, Markierungen und Symbole in den Blick und suchen nach Möglichkeiten die eigenen Beobachtungen und Erkenntnisse zu beschreiben, zu deuten, zu interpretieren und zu präsentieren.
Diese Veranstaltung ist eine Einführung in die Ethnografie. Sie bietet im Format des forschenden Lernens Basics und die Möglichkeit eigene Arbeiten, Vorhaben und Fragen zu Ethnografie und euren Fachbereichen einzubringen und zu diskutieren.

Die Veranstaltung findet grösstenteils als Blockwoche während der Einführungswoche statt (Mo 3.9. bis Do 6.9.2018). Es sind Lehrinputs, Feldübungen, Diskussionen und Gruppenarbeiten geplant, sie sind als zentrale Vorbereitungsarbeiten für die eigene, kleine Feldforschungsübung angelegt. Diese Arbeiten werden in der abschliessenden Veranstaltung zur am Montagabend, 24.9.2018 präsentiert und diskutiert.

Die Studierenden
- lernen theoretische und methodische Grundsätze der Ethnografie kennen
- erproben ethnografische Methoden des Beobachtens und Zuhörens im Feld
- stellen Bezüge zwischen ethnografischen Grundsätzen und der eigenen Fachrichtung oder dem eigenen Schwerpunkt der Wirtschaftswissenschaften und Architektur her
- reflektieren die Bezeichnungen "urban" und "kreativ" und kennen unterschiedliche Zuschreibungen sowie Kontexte
- diskutieren die Erfahrungen der eigenen empirischen, ethnografischen Feldforschungsübung

Eine Leseliste mit den Pflichttexten wird zum Kursbeginn ausgehändigt und auf moodle gestellt.

Geertz, Clifford (1973). Dichte Beschreibung. Bemerkungen zu einer deutenden Theorie von Kultur. In: Dichte
Beschreibung. Beiträge zum Verstehen kultureller Systeme. Frankfurt a. M.: Suhrkamp, 7-48.
Holme, Mads (2010). Turn and face the strange: an ethnographic approach to change management. In: EPIC 2010 Proceedings, 179-187.
Lindner, Rolf (2003). Vom Wesen der Kulturanalyse. In: Zeitschrift der Volkskunde. Jg. 99 II. Münster, 178-188.
Madsbjerg, Christian (2017). Sensemaking. The Power of the Humanities in the Age of the Algorithm.
Marcus, George E. (1995). Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography.
In: Annual Review of Anthropology, Vol. 24 (1995), 95-117
Pink, Sarah 2013: Doing Visual Ethnography. London, Thousand Oaks (CA), New Delhi, Singapore: SAGE.
Wang, Tricia (2016). Why big data needs thick data. On: Ethnography matters:
https://medium.com/ethnography-matters/why-big-data-needs-thick-data-b4b3e75e3d7 (Zugriff 10.5.2018).

Wird zu Beginn des Kurses zur Verfügung gestellt

Teilleistung A: 50 % aktive Teilnahme an Kurs (Lektüre, Übungen, Diskussionen)
Teilleistung B: 50 % eigene kleine Feldforschung mit Bezug zum eigenen Fach (Präsentation + Kurzbericht)

Anwesenheitspflicht: 80%, aber verpflichtend

Bestanden / nicht bestanden

• Die geforderten Leistungsnachweise werden entsprechend der unter "Beurteilung" aufgeführten Modalitäten ausgestellt.
• Bei prüfungsimmanenten Lehrveranstaltungen besteht grundsätzlich Anwesenheitspflicht.
• Die Erfüllung der Anwesenheitspflicht ist eine notwendige Voraussetzung für den positiven Abschluss einer prüfungsimmanenten Lehrveranstaltung.
• Die Anwesenheit muss für mind. 80% der Kontaktzeiten nachgewiesen werden.
• Die Überprüfung und schriftliche Dokumentation der Anwesenheitspflicht obliegt dem/der jeweiligen Dozierenden, der/die diese zumindest bis zum Abschluss des Semesters aufbewahrt.
• Für Fehlzeiten, die über die definierten Abwesenheiten hinausgehen, gilt Attestpflicht.

Es obliegt der Leitung der Koordinationsstelle für fakultätsübergreifende Wahlfächer den Versäumnisgrund zu genehmigen.

• Der Besuch einer anderen Veranstaltung der Universität gilt nicht als entschuldigte Abwesenheit.

Fakultätsübergreifendes Wahlfach:
Es gelten spezielle Anmeldemodalitäten.