The third semester is reserved for continuing the master's degree programme at one of our partner universities across the globe. The courses selected in the learning agreement must be the equivalent of 28 ECTS (minimum). In case of less than 28 ECTS are achieved up to 24 ECTS can be compensated by successfully completing additional "Elective Courses" from the Master's degree programme in architecture at the University of Liechtenstein (up to 12 ECTS) and by passing an additional "Design Studio 3" (12 ECTS).

Professional competence

• Integrate the contents of the courses into personal design and planning work.
• Communicate complex ideas and concepts comprehensibly in visual, oral and written forms.
• Develop a broad knowledge of the tasks and current issues of design realities in architecture and planning.
• Acquire a basic professional vocabulary and an awareness of evolving meanings of these terms over different historical periods and in different cultural contexts.
• Present and evaluate arguments, information and ideas concerning the related disciplines.

Methodological competence

• Demonstrate methodical competencies ranging from structured observation, critical evaluation, literature review, financial assessment to the set of methods in inquiry by design among others (depending on courses selected)

Social competence

• Communicate appropriately, coherently and professionally within a different cultural context

Personal competence

• Integrate into and successfully adapt to foreign cultures and customs

Abstraktes Modul zur Anerkennung von Leistungen im Auslandssemester.

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

‘Philosophy of Architecture’ discusses and explains essential philosophical concepts within architecture and the various positions taken with regards to contemporary cultural phenomenas. This enables students to discover their own position within a philosophical debate and to place their work within a well-grounded understanding of philosophical concepts.
The first block starts with the comparison of fashion trends with architectural design connecting both with semiotic component analysis. The question is, whether and to what extent the analogy between architecture, fashion (popular culture) and language actually works. Possible answers arise from the examples given by Jencks, Baudrillard, Eco, Barthes, Alexander, Lynn and Barthes.
Architecture only becomes modern in its engagement with new media, and that in doing it radically displaces the traditional sense of space and subjectivity. Students should learn to understand their design in the same terms as drawings, photographs, writing, film and advertisements by developing new programs for their architectural models on the basis of philosophical texts (Koolhaas, Vidler, Foucault, Colomina) and film plots.
The third block deals with human attachment to landscape and how we find identity in landscape and place. Furthermore the lecture explores the relationship between innovation, medialisation (f.e. Bollywood in the Alps), individualisation and the new emerging ‘sportscapes’, it focuses on the impact of migration and globalisation on a territory (Latour, Deleuze, Appadurai, Hagerstrand) .
The fourth block is dedicated to the cross-fertilisation of technology, art, pop culture and architecture. The course starts with mainstream philosophy of the Sixties (Critical Theory, Mc Luhan, Marcuse) and provides students with a wider perspective concerning problems that come up in contemporary architectural debates.

Lecture and seminar: discourse, writing, peer review

Professional competence

• Understand philosophical concepts and their impact on own 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
• Develop activities and self-organisation that will promote learning

Social competence

• Discuss and articulate ideas and information fluently

Personal competence

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

Apparurai A.: Global Ethnoscapes, in: Modernity at Large. Cultural Dim. of Globalisation, New York 2005
Arnheim R.: The Dynamics of Architectural Form (Elements of Space) 1975
Barthes R.: Myth today, New York 1984
Barthes R.: The Language of Fashion, Sydney: Power Publications 2006
Baudrillard J.: The Language of Things. Understanding the World of Desirable Objects, New York 2001
Baudrillard J.: Simulacra and Simulations, New York 1983
Beck U.: Individualisation. Institutionalised Individualism and its Social and Political Consequences, London: Sage Publications 2001
Colomina B.: The Split Wall and Domestic Voyeurism, Princeton 1996
Colomina B.: Privacy and Publicity. Modern Architecture as Mass Media, MIT Press 1996
De Certeau M.: Walking in the City. Poetry and Semiotics (online document)
Deleuze G. & Guattari F.: The smooth and the striad space, from: A Thousand Plateaus. Capitalism and Schizophrenia, London: Univ. of Minnesota Press 2005
Eco U.: A Theory of Semiotics, New York 1976
Eco U.: The myth of superman. How to create a narrative (online document)
Foucault M.: Of Other Spaces, Heterotopias (Architecture, Mouvement, Continuitè) 1984
Koolhaas R.: Delirious New York. A Retroactive Manifesto for Manhattan, New York 1994
Latour B.: The Reassembling of the Social. An Introduction to Actor-Network-Theory, New York 2005
Marcuse H.: One-Dimensional-Man. Studies in the Ideology of Advanced Industrial Society, 1964
Mc Luhan M.: Understanding Media. The Extensions of Man, New York 1964
Sassen S.: The Global City. Introducing a Concept (Elements in a New Conceptual Architecture), 2005
Vidler A.: The Architectural Uncanny. Essays in the Modern Unhomely, London: MIT Press 1996
Virilio P.: Bunker Archeology, New York: Princeton Architectural Press 1994

Paper, exercises, minimum 75% mandatory presence

This module focuses on developing a conceptual and practical framework for approaches to urban design. Critical theory on the city and their design principles form the basis for analysis, mapping and evaluation of public urban spaces. It seeks to foster an informed personal approach for addressing contemporary discourse, urban conditions and design potentials for intervention.
Some areas explored in the framework of analysis and evaluation of urban spaces include: modernist and postmodernist urbanism theory; urban form and public space- streets, plazas, monuments; mapping and use analysis; hybrid programming and the urban landscape.

Lecture and seminar: discourse, writing, drawing, documenting, visualising, modelling

Professional competence

• Analyze and evaluate urban spaces based on a selection of appropriate criteria and assessment methods specific to the place.
• Use knowledge about an urban setting to influence and develop design work.
• Explain competently, discuss and critique own work through oral presentations, writing and visual communication to members from inside and outside the architectural profession

Methodological competence

• Identify key elements of complex problems and choose appropriate methods for their resolution in a considered manner
• Apply techniques of environmental behavior observation, formal urban analysis and mapping

Social competence

• Discuss and articulate ideas and information effectively
• Demonstrate the ability to work with other students for assignments, exercises, presentations

Personal competence

• Critically assess own work and put it into a historical, theoretical, cultural and social context
• Seek and make use of feedback

Urban Milieu:
Augé, Marc. 1992/1995. "From Places to Non-Places" in Non-Places, trans. John Howe. 75-115.
Baudelaire, Charles. 1863/1964. "Modernity" in The Painter of Modern Life: "Le Peintre de la Vie Moderne" and Other Essays by Charles Baudelaire, trans. and ed. Jonathan Mayne, 12-15. Phaidon Press.
Benjamin, Walter. 1927-1940/1968. "Baudelaire or the Streets of Paris" in Paris: Capital of the 19th Century, 84-86. The New Left Review I/48 (March-April 1968).
DeBord, Guy. 1958 /2006. "Theory of the Dérive" ed. Ken Knabb in Situationist International Anthology, 53-57. (published in Internationale Situationniste 2 in 1958; Berkeley, CA: Bureau of Public Secrets, 2006).
Florida, Richard. 2002. "Creativity and Place" in The Rise of the Creative Class, 223-234. Basic Books.
Jacobs, Jane. 1961/1994. The Death and Life of Great American Cities. Vintage
Koolhaas, Rem and Bruce Mau. 1995. "The Generic City" in SMLXL, 1248-1264. Montacelli Press.
Sadler, Simon. 1998. "Defending Urban Mix" in The Situationist City, 55-66. MIT Press.
Tschumi, Bernard. 1990/1994. "Spaces and Events" in Architecture and Disjunction, 81-96, 141-152. MIT Press.
Urban Form:
Alexander, Christopher. 1965. "A City is Not a Tree" in Architectural forum 122 (1), 58-62.
Le Corbusier. 1925/1987. "A Contemporary City" in The City of To-morrow and Its Planning: "Urbanisme" trans. Frederick Etchells, 163-179. Dover Publications.
Lehnerer, Alex. 2014. "Grand urban rules". Second edition: Nai Publ.
Lynch, Kevin. 1960. "City Form" in The Image of the City. Vol. 11, 91-117. MIT press.
Rowe, Colin and Fred Koetter. 1978/1992. "Collage City and the Reconquest of Time" in Collage City, 118-181. MIT Press.
Venturi, Robert, Denise Scott Brown & Steven Izenour. 1972. "Commercial Values and Commercial Methods" in Learning from Las Vegas. 3-70. MIT Press.
Inquiry Techiniques:
Cooper Marcus, Clare and Carolyn Francis. 1998. "Post-Occupancy Evaluation" in People Places. 345-356. Van Nostrand Reinhold.
Gehl, Jan. 1987. "Senses, Communication and Dimensions", "To Assemble or Disperse: City and Site Planning" and "Spaces for Walking-Places for Staying, Walking, Standing, Sitting" in Life Between Buildings: Using Public Space trans. Jo Koch. 65-73, 83-129, 130-164. Van Nostrand.
Whyte, William H. 1980. The Social Life of Small Urban Spaces. Project for Public Spaces.
Zeisel, John. 1981. "Observing Physical Traces" and "Observing Environmental Behavior" in Inquiry by Design, 89-136. Brookes/Cole.
Public Space Typologies:
Jacobs, Allan B. 1995. "Requirements for Great Streets" and "Qualitities tha Contribute" in Great Streets. 270-308. MIT Press.
Sitte, Camillo. 1889/1996. "The Relationship Between Buildings, Monuments, and Public Squares" and "The Enclosed Character of Public Space" in The City Reader, eds. LeGates, Richard T. and Frederic Stout, 413-423. Routledge.
Smart Code 9.2 "Transect" and "Civic Space". http://www.smartcodecentral.com/Wall, Alex. 1999. "Programming the Urban Surface" in Recovering Landscape: Essays in Contemporary Landscape Theory, ed. James Corner, 233-274. Princeton Architectural Press.

Portfolio, exercises, minimum 75% mandatory presence

The master's thesis consists of an analysis that investigates the context within which a project is set, identifying its challenges, the formulation of one or more working hypotheses and research questions which form the basis for the design proposal and the written thesis. A developed hypothesis is verified (or falsified) within the context of a given or freely chosen project, developing it into a designed architectural proposal and/ or into an in-depth theoretical or historical-theoretical investigation.

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, 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 audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programme 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 competence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization 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.

Successfully passed module "Thesis Preparation"

mid-term and final presentation and defence, book

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, environmental (ecological), cultural, 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

Es werden spezifische Fragestellungen, Recherchen oder Untersuchungen in der jeweiligen Thematik der Modulgruppe, in einem konzentrierten und isoliertem Zeitrahmen, fokussiert und vertieft bearbeitet. Die Vertiefung des in den Fach- oder Projektstudios behandelten Lerninhaltes wird durch eine Verbindung in die regionale Praxis erarbeitet. Anhand von Fallbeispielen sollen die Lerninhalte überprüft, vertieft und weiterentwickelt werden. Interdisziplinäres und fächerübergreifendes Denken und Handeln sind dabei Teil der Arbeitsmethodik.

Mehrtägiges Seminar
Übungen, angeleitetes Praktikum, Demonstration, Diskurs, Experiment, Modell, Plan, Projektarbeit, Recherche, Reflexion, Schreiben, Skizze, Foto, Übung, Film, Video, Visualisierung, Vortrag, Fallstudie, Diskurs, Impulsreferat, Lesen, Zeichnung

Fachkompetenz

• Die Studierenden können sich in einem Teilbereich einer Thematik aus dem Feld der Architektur und ihrer Darstellung vertiefen.
• Sie können Zusammenhänge herstellen zu anderen Disziplinen der architektonischen Auseinandersetzung.
• Sie arbeiten selbstständig mit unterschiedlichen Methoden und stellen diese mit verschiedenen Medien dar. Sie führen die gestellten Aufgaben unter Anleitung eigenständig aus.

Methodenkompetenz

• Die Studierenden recherchieren selbstständig in der Fachliteratur.
• Sie organisieren die nötigen Informationen zu den einzelnen Fragestellungen.

Sozialkompetenz

• Die Studierenden arbeiten in Gruppen an der gleichen Aufgabenstellung.
• Sie vertreten den eigenen Standpunkt im Rahmen einer Gruppenarbeit und der zugehörigen Diskussion.

Selbstkompetenz

• Die Studierenden lernen aus der gemachten Erfahrung und sind fähig sich kreativ neues Wissen zu erschliessen.

Vorträge/Referate, Studientagebuch, Textportfolio, Recherchearbeit, Mitarbeit im Unterricht
Anwesenheitspflicht

Dieses Modul fördert grundlegende kommunikative bzw. kulturelle Kompetenzen in der spanischen Sprache.

Interaktion, Selbstlernstrategien

>einfache Informationen verstehen und wiedergeben
>an einfachen Unterhaltungen im Alltag teilnehmen
>über Vergangenes berichten
>einfache schriftliche Texte verfassen

Bitte bringen Sie folgendes Buch bereits zum ersten Termin mit: eñe A1: Der Spanischkurs (Hueber Verlag).

80% Anwesenheitspflicht

Dieses Modul fördert grundlegende kommunikative bzw. kulturelle Kompetenzen in der spanischen Sprache.

Interaktion, Selbstlernstrategien

>die wichtigsten Aussagen verständlicher Texte in Standardsprache verstehen, wenn sie von bekannten Sachverhalten aus dem Arbeitsumfeld, dem Studium oder der Freizeit handeln
>sich in den meisten Situationen verständigen, die sich auf einer Reise durch Gegenden, in denen diese Sprache Muttersprache ist, ergeben können
>einfache und zusammenhängende Texte über Themen produzieren, die bekannt oder die von persönlichem Interesse sind, und Erfahrungen, Ereignisse, Wünsche und Ziele beschreiben sowie die eigene Meinung begründen oder Pläne zu erklären.

Bitte bringen Sie folgendes Buch bereits zum ersten Termin mit: eñe B1.2: Der Spanischkurs (Hueber Verlag).

80% Anwesenheitspflicht

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, environmental (ecological), cultural, 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