Doctoral students in Architecture and Planning require reflection of the epistemological and ontological foundations of their research projects; as well as experience in the use of qualitative research methods. The individually tutored, research-based investigative project will complement the module Research Design; it is tailored to the needs of the individual student and covers a selection of the following and other related topics:

• Research design
• Theoretical frameworks and epistemological approaches in architecture and planning
• Qualitative research methods
• Inquiry by design and action research
• Interdisciplinary research strategies

Participant centered learning approach consisting of inquiry into the literature, cases and best practices in a structured process of self-study, concluded by a presentation as well as a paper submission.

The students will be able to

• understand and be conversant in the ontological and epistemological foundations of their research work
• differentiate between different research paradigms
• design research projects according to their goals and research questions
• select, reflect and apply suitable research methods
• successfully present their methodology to a group of academics in form of a presentation and a paper

Required readings:

Groat, L. and D. Wang (2002) Architectural research methods. New York: J. Wiley

Maxwell, J. A. (2005). Qualitative research design: an interactive approach. Thousand Oaks, Calif.: Sage.



Further suggested readings:

Arnheim, R. (1969). Visual Thinking. Berkley, CA: University of California Press (especially chapters 1,2,3).

Borden, I., & Rüedi, K. (2014). The dissertation: a guide for architecture students (Third Edition). London: Routledge.

Burnett, R. (2004). How Images Think. Cambridge, MA: MIT Press.

Chalmers, A. F. (1999). What is this thing called science?: an assessment of the nature and status of science and its methods. St. Lucia: University of Queensland Press.

Crary, J. (1990). Techniques of the Observer. Cambridge, MA: October Book/ MIT Press.

Cresswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. Thousand Oaks, CA: Sage.

Eisenhardt, K. M. & Graebner, M. E. (2007). "Theory Building from Cases: Opportunities and Challenges." Academy of Management Journal 50(1): 25-32.

Farthing, S. M. (2016). Research design in urban planning: a student's guide. Los Angeles, CA: Sage.

Lorenz, T. & Staub, P. (2011). Mediating Architecture. London: AA Publications.

Merleau-Ponty, M. (1958). Phenomenology of Perception. London: Routledge.

Sarvimäki, M. (2017). Case study strategies for architects and designers: integrative data research methods. New York: Routledge.

The students will be assessed in this module through:

• Paper
• Presentation

A personalised working-schedule and tutorial times for participants will be agreed in due time.

The main objective is to provide opportunities of engagement at a high level of research development, and of networking at international conferences. The focus is on presenting and arguing the PhD candidates' research in a competitive and international scientific environment. Paper submissions are to be vetted through an expert academic committee. This module is to develop the communicative competence of candidates. Students participating in this module will find themselves in an internationally acknowledged conference in architecture and planning suitable to their area of focus. They will receive critical comments and feedback on their research project by experienced faculty members, conference delegates and other student participants.

Preparation of paper and presentation

The primary objective of the conference participation and paper presentation is to present, argue and advance the candidates' doctoral research in an international, scientifically relevant conference.

Successful participation will strengthen students' understanding of competitive scientific discourse, documentation and career development through conference participation and publishing.

The students will be assessed in this module through:

• competitive paper review process
• line of argument and discourse
• formal presentation aspects
• research paper presentation
• event report and evaluation
• quality of proceedings publication

Module availability:
In coordination with supervisor: upon application and successful submission of a paper at an international conference relevant to the focus of the candidates' dissertation, in architectural design theory; low-carbon building technology and building integrated sustainability systems; or sustainable spatial development, urban and regional planning and design, or an approved related field.

• This module aims at fostering professional competences. In particular, an overview on theories of the firm is given in order to provide students with a profound background for better understanding the various current topics of their discipline. The set of theories dealt with in the course will continuously be reviewed and adapted. So far, the following theories of the firm are considered to be particularly relevant for all three doctoral programs currently being offered by the graduate school:Introduction to the Theory of the Firm (Dr. Ferdinand Thies)The Nature of the Firm and the Problem of Social Cost (Ass.Prof. Dr. Tanja Kirn)Agency Theory (Prof. Dr. Marco Menicetti)Transactioncost Theory (Dr. Martin Angerer)Information Processing Theory (Prof. Dr. Jan vom Brocke)Resource-based Theory of the Firm (Dr. Ferdinand Thies)Knowledge-based Theory of the Firm (Dr. Ferdinand Thies)Behavioral Theory of the Firm (Dr. Ferdinand Thies)

Lecture; self-study; presentation and paper by students

• Basic understanding of the fundamental research questions connecting to the existence and boundaries of organizations Basic understanding of the different approaches which try to explain the existence and boundaries of organizations from various perspectives. Basic understanding of the underlying assumptions of these approaches.

• Students will be able to:gain an overview about various theories of the firm and their historycritically review and discuss different theories of the firmapply theories of the firm as guiding theoretical framework to own thesis topic and research questions

Buckley, P.J.; Michie, J. (eds.) (1996): Firms, Organizations and Contracts: A Reader in Industrial Organization, Oxford/New York Oxford Management Readers
Cyert, R. and March, J. (1963) The Behavioural Theory of the Firm. Englewood Cliffs, NJ: Prentice Hall.
Simon, H. A. (1991). Organization and Markets. Journal of Economic Perspectives, 5(2), 25-44.
Wernerfelt, B. (1984). "The Resource-Based View of the Firm." Strategic Management Journal 5(2): 171-180.
Barney, J. (1991). "Firm Resources and Sustained Competitive Advantage." Journal of Management 17(1): 99-120.
Grant, R.M. 1996. Toward a Knowledge-Based Theory of the Firm. In: Strategic Management Journal, 17(Winter Special Issue): 109-122.

The students will be assessed in this module through:

• Paper (5000 - 7000 words)
• Presentation of paper

Das Modul wird im Rahmen der Instituts-Vortragsreihe durchgeführt. Das Thema wird im HS 18/19 und SS 19 "Erneuerbare Architektur" sein. Eine der grössten Herausforderungen unserer Zeit ist die nachhaltige und qualitative Erneuerung bestehender Siedlungs- und Infrastrukturen. Das Überbauen von Kulturland wird künftig zum Ausnahmefall, das Bauen im Bestand zur Regel werden müssen. Bestehende Stadt- und Gebäudestrukturen gilt es zu transformieren, weiterzuentwickeln, wiederzuwerten und aufzuwerten. Das Planen und Bauen im sozialen, physischen, konstruktiven und infrastrukturellen Bestand bedeutet eine Herausforderung für die Methoden und Instrumente von Architektur und Raumentwicklung.

Teilnahme an der Vortragsreihe "Erneuerbare Architektur" des Instituts für Architektur und Raumentwicklung (Frontalunterrricht)
Teilnahme und Mitarbeit an Tutorials, in denen die Vorträge gemeinsam ausgewertet und reflektiert werden (Gruppenarbeit)
Selbststudium zu Thema Erneuerbare Architektur
mündliche und schriftliche Präsentation der eigenen Position zum Thema Erneuerbare Architektur

Die Studierenden erhalten einen Überblick über die aktuelle stadt- und architekturtheoretische, denkmalpflegerische sowie baukonstruktive Diskussion zum Bauen im Bestand, zu erneuerbarem Städtebau und Architektur. Die Studierenden sind fähig, die verschiedenen Positionen kritisch zu reflektieren und zu ihrer eigenen Forschung in Beziehung zu setzen. Die Studierenden können eine eigene theoretische Position zum Jahresthema formulieren.

Exemplary reading material:
Vittorio Magnago Lampugnani / Konstanze Domhardt (2016), Die Stadt der Moderne. Strategien zu Erhaltung und Planung, Zürich.

Teilnahme an den Abendvorträgen der Vortragsreihe "Erneuerbare Architektur" des Instituts für Architektur und Raumentwicklung im Herbstsemester 2018/19 oder im Sommersemester 2019 (voraussichtlich jeweils 3 Vorträge). Die Vorträge finden unregelmässig am Donnerstagabend statt.
Teilnahme an den Tutorials nach den jeweiligen Vorträgen, in denen die Vorträge gemeinsam mit anderen Doktoranden und der Dozierenden diskutiert und in einen Zusammenhang gebracht werden.
Verfassen eines Artikels (3-5 Seiten), in dem das Thema "Erneuerbare Architektur" reflektiert und eine eigene Position gefunden wird. Abhängig von der Qualität des Artikels ist eine Veröffentlichung in der geplanten Publikation zur Vortragsreihe möglich.
Teilnahme an der Kick-Off Veranstaltung sowie weiteren Zwischenbesprechungen in Absprache mit der Dozierenden.

This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on three pillars:

• Knowledge Management:
  Working with databases, literature management softwares, etc.
• Publishing:
  How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
• Peer-Mentoring:
  Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

Workshops, one-on-one and think-pair-share sessions, individual and guided e-learning.

Students will be acquainted with principles of academic writing, normative writing, publishing, and peer-mentoring.

By the end of the course they will be able to make use of academic vocabulary, they will be able to discuss texts, tables, charts, and figures, and they will be sensitised about their personal and academic command of the English language.

They will be familiar with reference management systems, working with databases, formatting written texts, and academic values.

They will know principles of certain academic genres, like abstracts, research papers, articles, data commentaries, reviews, project proposals, etc.

They will be able to give and consider peer-feed-back, present and review, and they will be able to carry out joint writing activities, etc.

Natalie Reid (2010). Getting published. Writing strategies for European social scientists. Nova, Oslo. Chapter 4-11

• identify exemplary A-journal papers of your field
• provide own texts for review
• prepare and present reviews
• participate in text discussions
• prepare and present learning input

This module helps the student to further broaden and intensify his knowledge and methodological skills needed for his dissertation.
This module could focus on Banking, Finance or Taxation.

Lecture or seminar or self-study, possibly combined with preparation and presentation of a paper.

Based on lectures offered on the master's level, this module helps to enable the student

• to further intensify the existing knowledge and methodology needed for the dissertation project;
• to independently develop a research concept for specific research questions;
• to develop, analyze and synthesize new complex ideas;
• to develop the scientific and/or cultural progress for an academic or non-academic environment.

Students will be able to:

• Have an advanced and intensified overview on specific topics needed for the dissertation project;
• Develop their own research project;
• Apply the methodological structures of these specific topics for their dissertation project.

• Cochrane, J. (2001). Asset Pricing. Princeton: Princeton University Press
• Specific articles and books on Empirical Finance

The students will be assessed in this module through:

• competitive selection process of the research seminar
• specific mechanisms of the research seminar

Module availability:
On application at an internationally renown PhD program, such as organised e. g. by London School of Economics, University of Constance, Zürich, St. Gallen, Innsbruck.

• Details with Schedule

Role of the module in the doctoral study plan
The module is required as a cross-faculty course in the preparation phase of the doctoral programs “Architecture and Planning” and “Business Economics”.

Description
Subject definition
This module supports formal research training at the doctoral level by focusing on fundamental aspects of research design, particularly through the lens of the special disciplines, styles of inquiry and cultures of learning at the University of Liechtenstein. It also helps to develop research management skills.
Research design describes 'the structure of any scientific work. It gives direction and systematizes the research. Different types of research designs have different advantages and disadvantages.' In technical terms a typical research design is a detailed outline of how an investigation will take place. A research design will typically include how data is to be collected, what instruments will be employed, how the instruments will be used and the intended means for analysing data collected.Research management skills, or so called transferable skills, comprise the ability to manage projects, be self-motivated and autonomous, network internationally, to think analytically and to be creative, inquisitive and original. In combining both research design and management skills, the University of Liechtenstein aligns itself with aspirations of the League of European Research Universities (LERU). It calls for an innovative doctoral education that brings together cohorts of candidates and includes elements of professional development training. This combination nurtures a range of skills that help PhD candidates to be more effective in their research projects but also to nurture abilities that will be useful in their future lives and careers.
To provide a tailored program, the PhD students attend one topic of ‘Specialisation according to PhD study’ (4 taught lecture units). In addition to this, the PhD students select five topics from the pool of “General academic and technical skills” and participate in all of the topics from the pool “Personal and professional management skills”. The features of the series “Personal and professional management skills” are open lectures, and every interested staff member is invited to join and listen.

Specific academic and technical skills

• Introduction to Research Design (mandatory: two taught units)

Specialisation according to PhD study

Mandatory: One topic from this group (four taught units per topic), according to the student’s focus area

• Research Design for Business Process Management
• Research Design for Finance
• Research Design for Entrepreneurship
• Research Design for Sustainable Building
• Research Design for Sustainable Urban Design and Planning
• Research Design for Architectural Theory

General academic and technical skills
Electives: Students have to select 5 topics from this group (two taught units per topic)

• Use and types of Observations and Surveys
• Intervention and Evaluation Research Design
• Experimental Research Design
• Correlational Research Design
• Panel Data: Fixed and Random Effects
• Big Data Skills
• Literature Reviews
• Concepts of Time-Series Econometrics
• Inquiry by design
• Round table Experience of tutors I
• Round table Experience of tutors II
• Round table Experience of PhD students I
• Round table Experience of PhD students II

Personal and professional management skills
Mandatory (one taught unit per topic)

• Ethics
• Publication process
• International doctoral exchange / PhD network
• Project management
• Intrapersonal & Self-leadership Skills
• Interpersonal & Leadership Skills
• Written & Oral Communication
• Grant application process

Interactive, seminar style presentations and discussions

The course aims to develop a range of skills that help PhD candidates to be more effective in their dissertation research but also to work on a broader range of transferable and widely applicable skills that will be useful in their future lives and careers, qualifying them as competent researchers beyond the assembly and execution of their particular dissertations.
By imparting skills in research design and management, and an appreciation of modes of independent modes of insight acquisition, this module pursues high academic aims. It provides an understanding of the logic and procedures involved in the discovery and formation of knowledge, of the planned development, interpretation and sharing of evidence and findings, and the conception and architecture of research programs and projects in this pursuit. It presents specific personal andacademic competencies supporting this quest. Participants will learn to appreciate the structure and performance of successful research endeavours. They will acquire conceptual and technical skills needed for designing their own research approaches, styles and methodical constructs.

After completing the module, students will be able to

• appreciate the value of a sound research design and well constructed research project architecture
• independently conduct resarch design and method recherches and evaluate and select options assemble and test research designs for their own projects, evolving dynamic models
• capable of being optimised over time embark on a self-propelled path towards mastering a range of essential time, resource and other research management skills
• speak the language of research design and management, and converse reflectively with teams in house and internationally
• develop personal yet professional and continually evolving research styles and customise management and communication options responsibly devise research programs
• pursue their funding and establish their standing in the published research communities
• appreciate the range of research styles and cultures across the University of Liechtenstein and in wider research communities

Teaching aims are to

• provide an overview about current approaches to research design
• build abilities to evaluate research design cases from a diversity of fields
• impart an ability to develop the research design for their dissertation
• develop a broader understanding of and skills in research design across different topics and styles and inquiry
• nurture the ability to initiate, fund, manage, promote and publish projects
• help participants in their quest to become more self-motivated and autonomous
• assist in developing cooperative frames locally, and networks internationally
• build confidence in analytic and creative thought
• promote curiosity, inquisitiveness and originality in research.

A detailed module handbook, reading resources and corresponding handouts will be available.

The following books illustrate some of the most elementary aspects:

• Cresswell, J.W. 2014. Research Design: Qualitative, Quantitative & Mixed Method Approaches. Sage
• Denzen, N.K. and Y.S. Lincoln. 2017. The SAGE Handbook of Qualitative Research. Sage
• Groat, L. and D. Wang. 2002. Architectural research methods. Wiley
• Recker, J. 2013. Scientific Research in Information Systems: A Beginner’s Guide. Springer
• Saunders, M.N.K., P. Lewis, and A. Thornhill. 2015. Research Methods for Business Students, Pearson
• Zeisel, J. 2006. Inquiry by Design: Environment/Behavior/Neuroscience in Architecture, Interiors, Landscape, and Planning. W.W. Norton

The students will be assessed in this module through

• a seminar paper,
• the presentation and defence of the seminar paper,
• and their participation in class.

In the seminar paper the students will be asked to outline and discuss a potential research design for their dissertation. That way, the seminar paper builds on knowledge acquired in the course, and it serves to transfer this knowledge to the students’ individual PhD project. Attendance of all mandatory and selected classes as well as the presentations is expected; 80% attendance is required for a positive grade.