• Theory, Principles, and World-Views on Ethics
• The Ethical Leader: Self-Mastery and Ethics, Mind-Sets
• Corporate Ethics: Shared Values, Professionalism (as part of Standards of Professional Conduct)

Students …

• understanding the origins, discipline and business case of ethics
• Discussing defined moments such as ethical dilemma in the corporate context
• Familiarizing with the standards of professionalism in particular

Interactive lecture with exercises

• Testing Market Efficiency and Random Walks
• Estimating and Testing Asset Pricing Models
• Forecasting Stock Returns

• Students can decide when to use a quantitative research approach.
• Students understand the drivers and behavior of financial asset prices.
• Students can test market efficiency in various ways and interpret their results.
• Students understand how asset pricing models can be tested, conduct such tests and interpret their output.
• Students can link their understanding of asset prices with concepts from Financial Economics.
• Students understand how and to which amount aggregate as well as individual stock returns can be forecasted.

Bali, T. G., Engle, R. F., & Murray, S. (2016). Empirical Asset Pricing: The Cross Section of Stock Returns. Hoboken, New Jersey: Wiley.
Campbell, J. Y., Lo, A. W., & MacKinlay, A. C. (2012). The Econometrics of Financial Markets. Princeton University Press.

See lecture(s) within the module

Besteuerung natürlicher Personen in Liechtenstein, Deutschland, Österreich und der Schweiz

• Steuersysteme
• Steuerrecht
• Rechtsprechung
• Verwaltungspraxis
• Tax Compliance
• Fallbeispiele und Fallstudien (national/inbound/outbound)

Short description
In their Master’s thesis, students use scientific methods and work in accordance with standards of scientific writing. The Master’s thesis is typically related to the major (BPM or Data Science) chosen by the student.

• The thesis is supervised by a supervisor who should be members of the Institute of Information Systems.
• The Master’s thesis is defended in an oral exam, where students may be asked questions related to their studies that may go beyond the content of their Master’s thesis.
• The official editing time is defined on the thesis proposal and may not exceed 22 weeks. A shorter editing time is possible.

• Students will formulate appropriate research questions.
• Students will identify appropriate theories to explain empirical phenomena.
• Students will identify suitable research methods in order to seek answers to specific research questions.
• Students will use appropriate qualitative, quantitative, and design-oriented approaches to seek answers to their research question/questions. Mere conceptual works are also possible.

Compulsory reading

• Bryman, A. & Bell, E. (2015) Business research methods (4th ed.). Oxford, UK: Oxford University Press.
• Creswell, J.W. (2013) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Sage Publications
• Oates, B. J. (2006). Researching information systems and computing. London, UK: Sage Publications.
• Recker, J. (2012). Scientific Research in Information Systems: A Beginner’s Guide. Springer, Heidelberg, Germany.

Submissions and deadlines

• A copy of signed thesis proposal (Exposé) must be submitted until July 1st (for the winter term) and February 1st (for the summer term).
• The master's thesis must be submitted until November 30th (for the winter term) and June 30th (for the summer term) to the the central service desk.
• The submission of master's thesis must include: Please have a look at the current "Guidelines for Writing Academic Papers in Economics".
• If any of the dates above falls on a weekend or public holiday, the deadline is automatically extended until the next working day. Please also check the opening times of the central service desk, especially during summer months.

• General improvement of the English language skillsReading techniquesFormulation of research questionsBuilding up an argumentWriting convincing textsNegotiation skillsEffective communication in presentationsRelationship Building and Networking

Interactive seminar

After completing this module, students...
> have expanded their English vocabulary
> are secure speakers and writers
> have the ability to read a text systematically and quickly to understand the main deliveries
> Know what makes a good research question and how to formulate it from scratch
> Understand what makes an argument convincing and how it can be used in oral and written communication
> are able to write a concise and convincing text, they understand the necessity of re-writing
> understand the principles of negotiating
> know what makes a good presentation and have collected first experience in presenting
> are able to use techniques for good networking in large groups and know how to build up a relationship

See lecture(s) within the module

The MILSA mentoring program provides guest students with the opportunity to develop their intercultural awareness and intercultural learning as students and future professionals. The program is offered twice yearly with a duration of one semester. It starts during the Introduction Week.
The mentoring program provides an immersive intercultural learning experience in an international location. Students' learning is supported by arrival and departure workshops, and by interviews and guided blog writing during their stay at the University of Liechtenstein. The mentor is a lecturer of the University of Liechtenstein.
The pre-departure workshop introduces students to explore aspects of intercultural learning and helps them prepare for their experience in a different society and culture.
During the semester, students will talk to the mentor during a personal interview and write guided blog contributions about their intercultural learning. They stay in contact and complete group task together. Shortly before their return home, students meet with the mentor in a departure workshop to discuss and reflect upon their experiences and the importance of their intercultural learning for their future professional lives.
The subject includes content on notions of culture, interculturality, intercultural learning,
stereotypes, identities, cultural practices, and reflection and reflective writing.
The First Steps in Intercultural Learning Workshop is held during the Introduction Week. This workshop provides essential content, discussion and activities to prepare students for their intercultural learning, international experience and to guide their completion of assessment tasks.
The Departure Workshop takes place at the end of the semester and allows the students to reflect on their experience, particularly their intercultural learning and its
application to their future professional lives. Students also present their group assignment.

Workshops, discussions, writing blog contributions, Skype interview, online survey

• To acquire and improve intercultural learning skills
• To reflect on expectations for study abroad
• To reflect on and discuss experiences while studying abroad; to reflect on the
• behaviours and values in the host and home cultures
• To practice observation and reflection in writing and in conversation
• To reflect on one's use of the language of the host country and other languages used during study abroad
• To encourage students to think about the study abroad experience in terms of their professional life

• To acquire and improve intercultural learning skills
• To reflect on expectations for study abroad
• To reflect on and discuss experiences while studying abroad; to reflect on the
• behaviours and values in the host and home cultures
• To practice observation and reflection in writing and in conversation
• To reflect on one's use of the language of the host country and other languages used during study abroad
• To encourage students to think about the study abroad experience in terms of their professional life

"Culture and the primary socialization process" by Janet Jackson"

Supplied during the course
Maximizing Study Abroad, A Students' Guide to Strategies for Language and Culture Learning and Use
By R. Michael Paige, Andrew D. Cohen, Barbara Kappler Mikk, Julie C. Chi, & James P. Lassegard, Minnesota University Press

Grading

Assessment tasks:

• Attending the First Steps in Intercultural Learning and Coming Home workshops
• Writing three blog contributions
• Completing one peer group task
• Filling in online survey

Compulsory attendance 100%

Grading

Assessment tasks:

• Attending the First Steps in Intercultural Learning and Coming Home workshops
• Writing three blog contributions
• Completing one peer group task
• Filling in online survey

Compulsory attendance 100%

Fakultätsübergreifendes Wahlfach:
Regeln für die Anmeldung: www.uni.li/cross-faculty

Emerging IT Topics addresses recent technological trends and developments in research and business, so its content can be adapted quickly to the job market’s emerging needs. Accordingly, the course content changes from
semester to semester.

• The course involves interactive lectures that integrate theoretical knowledge with analysis skills.
• Contemporary scientific publications from the fields of Information Systems and Management are discussed in class.

After successful completion of the course, students will:

Professional competence

• have profound knowledge of current topics and recent technologies in IT
• be able to assess the usefulness and potential applications of emerging IT technologies
• be current on recent scientific results on emerging IT topics
• understand latest trends, opportunities, risks, and also regulations
• be familiar with and understand the key principles of emerging IT topics

Methodological competence

• understand theories and models in the field of innovation and technology diffusion
• know different tools, which help to plan and integrate emerging IT topics in organisations
• be able to identify potentials for improvement in organisations through the use of the applications and methods discussed
• apply the methods dealt with in the lecture to solve exercises

Social competence

• develop their social skills in solving small exercises and adapt these skills to optimise teamwork
• listen carefully to the lecturer and their fellow students and actively participate in the lecture
• support each other in lectures and self-study and help each other with questions

Personal competence

• tolerate the opinions of other students, even if they contradict the own understanding
• independently and reliably take care of practicing the lecture contents (especially exercise sheets, slides and study of the provided literature)

Technological competence

• be familiar with latest technologies in various IT areas
• can apply advanced web search to find and analyse trending IT topics

• Students are provided with the lecture slides and supplementary material (e.g., selected journal articles).

Presentation (50%), written exam (50%), attendance is mandatory (80%)

tba

tba

Practise listening, reading, speaking, and writing skills and competences to reach an advanced B2 level (cf. CEFR descriptors).

Information about the placement test is provided on the website of the cross-faculty elective subjects > language courses and by the study programmes.

The schedule is preliminary and can later be adapted upon participants' request.

Interaction, coaching

Develop skills and competences to reach an advanced B2 level (cf. CEFR descriptors)

• listening:

o understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar

• reading:

o understand articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints

• speaking:

o interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible
o take an active part in discussion in familiar contexts, accounting for and sustaining own views
o present clear, detailed descriptions on a wide range of subjects related to own field of interest
o explain a viewpoint on a topical issue giving the advantages and disadvantages of various options

• writing:

o write clear, detailed texts on a wide range of subjects related to own interests
o write an essay or report, passing on information or giving reasons in support of or against a particular point of view

Develop skills and competences to reach an advanced B2 level (cf. CEFR descriptors)

• listening:

o understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar

• reading:

o understand articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints

• speaking:

o interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible
o take an active part in discussion in familiar contexts, accounting for and sustaining own views
o present clear, detailed descriptions on a wide range of subjects related to own field of interest
o explain a viewpoint on a topical issue giving the advantages and disadvantages of various options

• writing:

o write clear, detailed texts on a wide range of subjects related to own interests
o write an essay or report, passing on information or giving reasons in support of or against a particular point of view

Available on Moodle

Grading

Parts of assessment
A: written assignments
B: presentations
C: report
D: participation

Attendance: minimum 80% required

Grading

Parts of assessment
A: written assignments
B: presentations
C: report
D: participation

Attendance: minimum 80% required

Fakultätsübergreifendes Wahlfach:
Regeln für die Anmeldung: www.uni.li/cross-faculty