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

This Module deals with the basic elements of digital image making and visualization. This course explores how digital technologies are used to evoke and produce particular feelings or moods of places as architectural visualizations and images. This semester provides students with the necessary tools to successfully visualise their designs, including a multitude of techniques like 3D modeling, digital photography, montage, collage and rendering among others.

Students will be able to develop relevant techniques to translate original architectural ambitions and ideas into forms of illustrated atmospheres. During the course students will take part in workshops and lectures to develop skills for digital image making and visualization in a practical way. Students will be able to use specific tools to translate their architectonical ambitions and create visualized atmospheres for the communication of ideas in the practice of Architecture .

Lecture: visualisation, exercises

This module provides students with the necessary tools to successfully visualise their designs, including a multitude of techniques.

Professional competence

• Successfully apply techniques and tools to best visually communicate architectonical atmospheres
• Show awareness of composition and perception of visual material

Methodological competence

• workshop in rhino
• workshop in rendering / digital photography
• workshop in photoshop / montage
• workshop in collage / output / workflow
• Social competence
• Discuss and articulate ideas and information fluently

Personal competence

• Being able to create a digital image to communicate Architecture.
• Construct an image that expresses an particular mood of a place.
• Being able to discuss the general aspects and qualities of visualized Architecture.

• Autogenic Structures Douglis by Evan Douglis, 2009
• Mixed Reality In Architecture, Design, And Construction herausgegeben von Xiangyu Wang,Marc Aurel Schnabel, Springer 2008
• Spatial Data Quality von Wenzhong Shi,Peter Fisher,Michael F. Goodchild, CRC Press 2003
• Digital Heritage: Applying Digital Imaging to Cultural Heritage herausgegeben von Lindsay W. MacDonald 2006

Portfolio

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

Integration:
Ada Rinderer / Polis - Kibbutz
3 Lektionen 25.02.2016
2 Lektionen 21.04.2016
2 Lektionen 19.05.2016

Hans Widmer / Neustart Schweiz
5 Lektionen 04.03.2016

Anne Sophie / Building physics
3 Lektionen 07.04

Tanja Lütolf / LCA
3 Lektionen 29.04.2016

Christoph Eppacher / Workshop Model-making
3 Lektionen 27.05.2016
3 Lektionen 02-03.06.2016

Martin Mackowitz / Workshop Visual Comments
3 Lektionen 15.04.2016
3 Lektionen 10.06.2016

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

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

During your studies you are mostly preoccupied with the design phase for new buildings. However in this early phase of a project you only set the framework, in which the building has to evolve over the next decades or even centuries. What makes some buildings last, what makes others die? We need to understand what implications our design decisions have in terms of environmental impact, cost as well as usability and adaptability over the whole building life cycle. Exploring different models of our building helps us to project our design options into the future. We can then analyze the projected results and steer our design in the “right direction”.

Lecture and seminar: case studies, discourse, experiment, exercises

On successful completion of the course, you will be able to…

• recognize the tremendous environmental, economic and social impact buildings have
• access resources that help you to understand elements of your building
• represent a building as a model that allows you to simulate the impacts of your design decisions
• analyze results in a multi-criteria framework
• assess your own work, and
• critically acknowledge design choices that were made by others

… all this from a life-cycle perspective.

You will also sharpen your (online) research skills and experience the advantages and challenges of teamwork.

Professional competence

• Understand principles of building life cycles and long term impacts of construction.
• Consider maintenance, materiality, recycling and re-/ deconstruction as crucial parameters in sustainable design processes
• Show confidence in analysing case studies and the ability to infer principles and motivations
• 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
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

An updated literature list is issued each semester this module is taught

Exercises, written exam, minimum 75% mandatory presence

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

Module 3 elucidates the supervisory and contractual relationship between banks and their customers. To broaden the understanding of the fundamentals of commercial banking, participants will be introduced to a range of cases dealt with in the field of investment banking. In addition, students will gain a substantial knowledge of the most important regulatory and legal aspects of individual fields in commercial banking. Consequently, LL.M. candidates explore the legal environment of payments (eg SEPA), practices relating to the commercial lending of all types of securities, the classic commercial banking field of deposit-taking and – through an economic perspective – the nature of interest and lending.

During an intensive weekly workshop it enables students to further deepen their knowledge of an issue addressed in the project studios and/ or conduct excursions to places and sites addressed in their design project.

Intensive seminar week: excursion, 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.
• 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 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.
• 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 visualization and production 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
• Lead a team and assume responsibility
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• 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

Presentation, portfolio, participation, minimum 75% mandatory presence

Die Vorlesung ist als Anregung für die Entwurfsarbeit gedacht. Die Kenntnis der Konstruktionen der Baukunst erlaubt es, einen Fundus an Lösungsansätzen und konzeptionelle Gedanken aufzubauen, der weit über die zeitgenössischen Formen hinausgeht.

Skizzenbuch und Beteiligung am Unterricht
Während der Vorlesung wird das schnelle Skizzieren zu bestimmten Themen gepflegt. Auf 1-3 Seiten werden nach jeder Vorlesung die entscheidenden Aspekte reflektiert. Grundriss, Schnitt, Ansicht, Axonometrie oder auch Abstraktionen und isolierte Phänomene. Konstruktive Beteiligung an der Vorlesung wird erwartet.

Arbeit an Zeichnungen:
In der Analyse von bestimmten Bauten werden die tektonischen und konstruktiven Sachverhalte zeichnerisch wiedergegeben. Die axonometrische Darstellung im Stil von August Choisy dient uns als Vorlage und wird je nach Bau justiert und interpretiert.

Zwerger, Klaus: Das Holz und seine Verbindungen. Traditionelle Bautechniken in Europa und Japan, Basel 1997
Suzuki, Makato und Futagawa, Yukio: Wooden Houses in Europe, Tokio 1978
Spannagel, Fritz: Der Möbelbau, Stuttgart 1954
Sekler, Eduard: Struktur, Konstruktion und Tektonik, in: Kepes, Gyorgy (Hg.): Struktur in Kunst und Wissenschaft, Bru?ssel 1967
Vitruvius, Marcus: Vitruv. De Architectura Libri Decem - Zehn Bu?cher u?ber Architektur. Hg. v. Curt Fensterbusch, Neuauflage, Darmstadt 1987
Semper, Gottfried: Der Stil in den technischen und tektonischen Ku?nsten, oder praktische Ästhetik. Reprint der Ausgabe von 1860-1863, Mittenwald 1977.
Frampton, Kenneth: Grundlagen der Architektur. Studien zur Kultur des Tektonischen, München, Stuttgart 1993
Choisy, Auguste: Historie de l' Architecture, Paris 1899
Kollhoff, Hans: Über Tektonik in der Baukunst, Wiesbaden 1993
Biermann, Veronica u.a.: Architekturtheorie von der Renaissance bis zur Gegenwart, Köln 2001
De Bruyn, Gerd und Trüby, Stephan (Hrsg.): Architektur_Theorie.doc - Texte seit 1960, Basel 2003
Kruft, Hanno-Walter: Geschichte der Architekturtheorie: von der Antike bis zur Gegenwart, München 1995
Gerber, Andri: Metageschichte der Architektur, Ein Lehrbuch für angehende Architekten
und Architekturhistoriker, Bielefeld 2014
Juhani Pallasmaa: Die Augen der Haut, Architektur und die Sinne, Los Angeles 2005

50% Skizzenbuch und Beteiligung am Unterricht
50% Arbeit an Zeichnungen: MAKING
Anwesenheitspflicht: min. 75% verpflichtend