Of paramount importance for every presentation is the personality of the presenter, which can create an atmosphere of trust and real interest. In this elective course, students will learn how to enter a room with presence and charisma and make a convincing first impression. In addition, body language plays a very important part and, very often, is used only unconsciously. With the help of feedback, students will improve their presentation skills, learn how to structure their presentations and use media.
Another important theme we will explore is personal "Status". Usually, "Status" is connected with a certain position or power, which someone enjoys in an organization or in society. However, in everyday life, we constantly play with our personal Status, which is somewhat independent from our professional Status. Everyone prefers a certain Status behavior. To raise your own Status yields more authority and assertiveness. To lower your own Status, thereby increasing the Status of someone else, conveys empathy and sympathy. Both raising and lowering your own Status are important and useful in different situations. Students will learn their preferred status and how to change it, if necessary.
In this course, students will improve their presentation skills, working with the methods of improvisational theater to also enhance their spontaneity, creativity and ability to deal with unknown situations.

• Presentations with feedback
• Group work
• Video recording
• Exercises from improvisational theater
• Role Playing

The participants

• professionalize their appearance and learn how to present their ideas using authentic voice, language and body language
• learn how to speak with presence and charisma
• get to know the basic principles of presentation techniques
• learn how to create inspiring stories using incidents from their lives - bringing personality and life into public speaking
• improve their ability to plan a public speech tailored to their audience
• develop strategies on dealing with difficult participants
• get to know the "yes and" principle as the key to successful communication, teamwork and innovation
• enhance their spontaneity, creativity and ability to deal with unknown situation

The participants

• professionalize their appearance and learn how to present their ideas using authentic voice, language and body language
• learn how to speak with presence and charisma
• get to know the basic principles of presentation techniques
• learn how to create inspiring stories using incidents from their lives - bringing personality and life into public speaking
• improve their ability to plan a public speech tailored to their audience
• develop strategies on dealing with difficult participants
• get to know the "yes and" principle as the key to successful communication, teamwork and innovation
• enhance their spontaneity, creativity and ability to deal with unknown situation

Will be announced in class

will be announced in class

Grading

• Part A: Active participation during the course (50%)
• Part B: Reflection/analysis of the learnings in written and in oral form (50%)
• Part C: Compulsory attendance (min. 80%)

Grading

• Course based on continuous 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.
• In the case of absenteeism that exceeds the specified limits of absence, a medical certificate is required.
• Participation in other activities of the university are not recognized as an excused absence.

Fakultätsübergreifendes Wahlfach:
Es gelten spezielle Anmeldemodalitäten.

Commonalities and differences of journalism and PR
Relevance for coverage
Evaluation of sources
Texting news and press releases
Insights in the workflow of media and working conditions of journalists
Importance of illustrations and photos

Workshop with individual Feedback; writing sessions in mother language (German or English)

Low-threshold explaining of complex topics
Journalistic tools for daily use
Optimization of your first impression
Writing and speaking - how to put topics in a nutshell

Salter, Brian (2012). PR in a week: A Public Relations Masterclass In Seven Simple Steps (Print, Kindle)

Jensen, Kaspar Skov (2013). The basics of News Journalism (Amazon Kindle)

Writing portfolio
Compulsory attendance (min. 80%)

Grading

Writing portfolio
Compulsory attendance (min. 80%)

Fakultätsübergreifendes Wahlfach:
Es gelten spezielle Anmeldemodalitäten.

Being able to think critically and reason well is a crucial skill in private and professional lives.
Universities, public policy makers, scientific theorists, business decision makers, or medical staff claim their findings are based on critical reasoning.
Therefore, students need to be able to critically assess arguments they encounter on the internet and across other media, as well as arguments put forward by people around them. Thus, it is expected of students to also present their own views to be rational and able to stand up to critical scrutiny.

This lecture provides a practical introduction to principles of good reasoning:
o Examples of both reasoning about facts and the reasoning required in making practical decisions are being defined, discussed and exercised.
o Risky inferences with probable conclusions from risk-free inferences with certain conclusions are being distinguished.
o Ways and means of spotting and avoiding common mistakes in reasoning and various misuses of language are being exemplified.
o No previous knowledge of critical reasoning and logic is needed.
o This course will be enjoyed by those who relish the challenge of thinking rationally and learning new skills.
o The skills and concepts taught will also be useful when studying other areas of interest to students.

o Content of this course will presented in an interactive way, using best practice examples, exercises and games.
o Students are encouraged to ask questions and participate in class discussions and group work.
o To consolidate their understanding of the subject, students will be assigned further exercises.
o Inquiry, exploration, discussion, and debate

Students will know about and be able to discuss and answer the following topics and questions:
o What is reasoning?
o What is critical thinking?
o What is a logical argument?
o How do I recognize an argument and what is the nature of an argument?
o What different types of arguments are there (certainty vs. probability)?
o How do I identify and analyze arguments and how do I set arguments out to make them easier to evaluate?
o How do I evaluate arguments?
o How do I tell whether an argument is good or bad (inductive, deductive, time-deductive reasoning)?
o How do I distinguish arguments from conditionals, explanations and rhetoric?
o When do arguments rely on hidden premises?
o What are you entitled to use as a premise in your reasoning?
o When is it appropriate to believe what others tell you?

Bean, J. C. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, 2nd Edition. San Francisco, CA: Jossey-Bass.
Bowell, T. & Kemp, G.(2014). Critical Thinking. A Concise Guide. Taylor and Francis: Routledge.
Hacking, I. (2002). An Introduction to Probability and Inductive Logic. University Press: Cambridge.
Holowchak, M. (2011). Critical Reasoning and Philosophy: A Concise Guide to Reading, Evaluating, and Writing Philosophical Works. Rowman & Littlefield Publishers: Rider.
Kurfiss, G. J. (1988). Critical Thinking: Theory, Research, Practice, and Possibilities: ASHE-ERIC/Higher Education Research Report, Volume 17, Number 2, 1988 (2nd Printing).
Priest, G. (2000). Logic: A Very Short Introduction. University Press: Oxford.
Talbit, M. (2014). Critical Reasoning: A Romp Through the Foothills of Logic for Complete Beginners. University Press: Oxford.

Will be provided via Moodle

Attendance: 80%
Assessment is based on:
o homework assignments completed during the course
o one longer assignment at the end of the course, consisting of a set of exercises.
o Small group tasks tied to reading
o Activities connected to questions, problems, and reading material
o In-class writing that's exploratory and/or writing-to-learn
o Formal writing assignments supported by explicit instruction, drafts, and revision

Grading

Performance Record A: Classroom Activity
Performance Record B: Portfolio

Attendance: min. 80%

• Language concerns us all. It is important for our interpersonal exchange and for passing on information. However, language can be and is much more than that. By consciously using your language, you promote your entrepreneurial success and an appreciative corporate culture. Hence, the language of a company is always the language of its economic success.
• In this course, you will learn how to use language for your personal and entrepreneurial success using examples of everyday situations in professional as well as private life. Because as the saying goes "your ‚I can' is more important than your IQ".
• This focus on the benefits of a situation, expressed by a language of possibilities, as well as a certain set of attitudes and habits is the common denominator of highly successful and internationally acclaimed leaders in all fields, be it business, politics, sports, culture, etc.
• In times of widespread complexity, revolutionary transformation, and high uncertainty it takes working on yourself, on your inner core. The smartest leaders in the world focus inward in order to harness possibilities, discover new ways to - personal as well as professional - success, and find meaning and purpose in their lives.
• In this course, you will learn and train the most important tools of self-empowerment and self-mastery that distinguish highly successful people from people of mediocrity.

Methodological mix of input, reflection, group work, role play, …

Participants are able to …

• … experience the power of language, and understand and feel the specific, research-based effects of words, phrases, and sentence patterns
• … move from idioms that are exhausting and negative to language-patterns which are uplifting and beneficial
• … increase their personal presence and power of persuasion, advancing their positions and ideas
• … lead richer and more meaningful conversations through hearing what they're really saying and feeling what they actually mean
• … leave pressure and agitation behind, by strengthening their own strength and self
• … create a peaceful and constructive climate, professionally and privately
• … apply ways to make their thinking, confidence, and performance irresistible
• … immediately implement the most important, life-changing tools of self-empowerment
• … change their mindset to winning

Reading material will be provided.

• 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.

Grading

Assessment tasks:
Part A: (40%) - Attendance and active participation
Part B: (60%) - Presentation during last module
Compulsory attendance (min. 80%)

"Mindfulness means paying attention to what's happening in the present moment in the mind, body and external environment, with an attitude of curiosity and kindness." (The Mindfulness Initiative)

Dieses Modul basiert sehr stark auf erfahrungsbasiertem Lernen. Es setzt bei den Studierenden eine hohe intrinsische Motivation und die Bereitschaft sich mit sich selbst und den anderen Modulteilnehmenden aktiv auseinander zu setzten und auch regelmässig sich in Mindfulness zu üben voraus. Dieses Modul kann unabhängig der eigenen Weltanschaudung besucht werden. Wichtiger Bestandteil der Unterrichtseinheiten werden unterschiedliche Mindfulness-Praktiken sein wie Sitz- (z.B. Gegenstandslose Meditation, Open Monitoring, diverse Atemübungen, Compassion Meditation, Body Scan) und Bewegungsmeditationsformen (z.B. Yoga). Aber auch innovative Ansätze aus dem Improvisationstheater, Coaching und Leadership kommen zur Anwendung. "Mindfulness is a skill", welches somit erlernbar ist und mit Hilfe von regelmässiger Übung wie ein Muskel im Rahmen eines Krafttrainings gestärkt wird.

"Zwischen Reiz und Reaktion gibt es einen Raum. In diesem Raum haben wir die Freiheit und die Macht, unsere Reaktion zu wählen. In unserer Reaktion liegen unser Wachstum und unsere Freiheit." (Prof. Viktor E. Frankl)

Das Interesse an und die Bedeutung von Mindfulness hat seit rund 10 Jahren sowohl in der breiten Öffentlichkeit als auch in der Wissenschaftscommunity massiv zugenommen. Dies zeigt sich z.B. dadurch, dass mittlerweile mehr als 10'000 wissenschaftliche Journal Artikel in den einschlägigen Datenbanken zu finden sind. Zahlreiche Forschungsergebnisse belegen die positiven Auswirkungen der Mindfulness-Praxis wie:
- Die Konzentrations- und Lernfähigkeit wird verbessert
- Bewussterer und konstruktiverer Umgang mit Stress wird gefördert
- Kreativität und Innovationskraft wird gestärkt
- Empathiefähigkeit nimmt zu und Entwicklung von emotionaler Intelligenz wird unterstützt
- Psychische und physische Widerstandskraft wird gestärkt (Resilienz, Immunsystem)
- Neuroplastizität: Mindfulness ist eine Fähigkeit, die dank Übung trainiert werden kann und dadurch verändert sich auch nachweislich die Gehirnstruktur (vgl. Neurowissenschaften)

Ausserdem gibt es immer mehr Unternehmen, die Mindfulness als einen wesentlichen Bestandteil in ihren Entwicklungsprogrammen für Führungskräfte integriert haben. Darunter sind nicht nur technologieaffine Unternehmen wie Google, SAP, Facebook, Intel oder LinkedIn, sondern auch traditionellere Organisationen wie Deutsche Post, Credit Suisse, Caritas, Daimler, Bosch, Axpo, Hilti oder Ikea. Aber auch an immer mehr Universitäten (z.B. University of Oxford, Harvard Law School, London School of Economics oder Ludwig-Maximilians-Universität München) ist Mindfulness Teil des Angebots. Inhaltich orientiert sich dieses Wahlpflichtmodul an folgenden etablierten Mindfulness-Ansätzen: MBSR (Mind-fulness Based Stress Reduction; Prof. Jon-Kabat Zinn), MBCT (Mindfulness Based Cognitive Therapy; Prof. Zindel Segal, Prof. John Teasdale, Prof. Mark Williams), SAM (Salzburger Achtsamkeitsmodell; Mindful Leader) und SIY (Search Inside Yourself; das wohl weitverbreitetste Corporate Mindfulness Leadership Programm mit mehr als 50'000 Absolventen, das 2007 von Chad-Meng Tan bei Google entwickelt wurde).

Lehrvortrag, Lehrgespräch, Anwendungsaufgaben, Übungen, Forschendes Lernen, Projektarbeit (Workshopdurchführung), Literaturstudium; In Einzel-, Partner- und Gruppensettings

Die Studierenden…
- stärken ihren "Mindfulness Muskel" (vgl. positive Forschungsergebnisse)
- verbessern ihre Leadership-, Selbstreflexions- und Kommunikationsfähigkeiten

• erlernen die Fähigkeiten einen abwechslungsreichen Workshop zu konzeptionieren, durchzuführen und üben sich darin sich selbst und anderen zur Workshopdurchführung potenzialorientiertes Feedback zu geben

Werden in der ersten Einheit kommuniziert und teilweise auch digital zur Verfügung gestellt (z.B. Reader mit wissenschaftlichen Journal Artikeln, Fachbücher, digitale Quellen wie Lehrvideos und Meditationen)

Werden digital zur Verfügung gestellt

Medizinsicher Hinweis: Zahlreiche Studien belegen zwar die positive Wirkung der Achtsamkeitspraxis auf die mentale Gesundheit. Jedoch wird ein Mindfulness Kurs nicht empfohlen, wenn eine Person z.B. gerade unter einer akuten Depression leidet. Falls Sie also wegen einem psychischen Leiden in Behandlung sein sollten, halten Sie bitte mit Ihrem Therapeuten/Arzt Rücksprache, bevor Sie sich zu diesem Wahlfach anmelden.

Benotung

Prüfungsmodus:
Teilleistung A: Dokumentation/Selbstreflexion der eigenen Mindfulness Praxis (60% der Modulnote)
Teilleistung B: Leitung eines Workshops rund um Mindfulness in der Gruppe (40% der Modulnote)

Anwesenheitspflicht: 80%, aber verpflichtend
Am 8.9. und 9.9 sind verpflichtend selbständige Gruppenarbeiten zu machen. Es gibt an diesen zwei Tagen keine Kontakteinheiten.

Benotung

Prüfungsmodus:
Teilleistung A: Dokumentation/Selbstreflexion der eigenen Mindfulness Praxis (60% der Modulnote)
Teilleistung B: Leitung eines Workshops rund um Mindfulness in der Gruppe (40% der Modulnote)

Anwesenheitspflicht: 80%, aber verpflichtend
Am 8.9. und 9.9 sind verpflichtend selbständige Gruppenarbeiten zu machen. Es gibt an diesen zwei Tagen keine Kontakteinheiten.

Fakultätsübergreifendes Wahlfach:
Es gelten spezielle Anmeldemodalitäten.

• Concepts, theories and models of diversity
• Managing Diversity
• Theoretical, political and legal concepts of intersectionality
• Interlocking types of discrimination
• Methods to develop diversity+ competencies
• Equality and the right to be different

Lectures and workshops

Participants are able …

• to explain the basic concepts, theories and models of diversity and intersectionality
• to explain the basic theoretical, political and legal concepts of intersectionality
• to apply Diversity Management tools
• to analyse situations of interlocking discrimination
• to develop their own set of diversity+ competences
• to do presentations in English

Understanding the dynamics of difference, promoting equal opportunity and valuing diversity are highly esteemed skills in the diversified and globalized labour market.

Diversity and Inclusion Handbook
https://ideas.wharton.upenn.edu/wp-content/uploads/2018/07/Leading-Diversity-in-Organizations_Lever-2017.pdf

To be presented during the course

Course based on continuous assessment; details see under "assessment".
Meeting attendance obligations 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.

Grading

Assessment tasks:
Part A: 50 % developing a case study (group work)
Part B: 50 % individual work presentation

Service-Learning - learning through commitment - is a form of teaching and learning that combines social commitment of students with subject-specific learning. Service learning projects can be realized at all levels - from kindergarten to university. Students are given the opportunity to apply their acquired knowledge in authentic problem contexts.

Project seminar, regular meetings on Mondays with the entire group at the university, teamcoachings online by appointment, closing event

90 working hours (have to be documented in the project report)

The students:

• Coordinate projects with the aim of strengthening social responsibility
• Develop an understanding for the common good
• Putting one's own learning in context with social learning through community involvement
• Design projects within the framework of the promotion of practice- and occupation-integrating teaching
• Develop an idea sketch and a plan of action and measures
• Take responsibility in their projects
• Learn from each other
• Apply their skills and knowledge in authentic problem contexts

Learning outcomes:
Quality Standards Service Learning

• Meaningful Service: Meaningful engagement means that the participants in service learning projects are involved in meaningful and personally relevant engagement activities.
• Social commitment takes place on the basis of a change of perspective with regard to self-defined criteria that are subordinate to the understanding of social action.
• Link to Curriculum: Service learning is deliberately used as a didactic method to achieve general learning and/or content standards.
• Reflection: Service learning includes diverse and challenging reflection exercises, which are applied again and again throughout the process and stimulate reflection on oneself and one's own relationship to society.
• Relativity means the identification and reflection of existing social circumstances and values on the basis of which students weigh up, build and carry out their social project.
• Diversity: Service learning promotes the understanding of diversity and respect among those involved.
• Youth Voice: In service learning projects, students are responsible for the planning, implementation and evaluation of the projects. Lecturers and cooperation partners act as coaches.
• Partnerships: Partnerships in service learning are designed cooperatively, profitably for all sides and oriented towards the well-being of the community.
• Progress Monitoring: All those involved in a service learning project are constantly engaged in evaluating the process quality and achievement of objectives, and the results are incorporated into the improvement and sustainability of the service learning project.
• Duration and Intensity: The amount of time and the quality of the commitment allow to really meet the needs of the community and to achieve the set goals.

The students:

• Coordinate projects with the aim of strengthening social responsibility
• Develop an understanding for the common good
• Putting one's own learning in context with social learning through community involvement
• Design projects within the framework of the promotion of practice- and occupation-integrating teaching
• Develop an idea sketch and a plan of action and measures
• Take responsibility in their projects
• Learn from each other
• Apply their skills and knowledge in authentic problem contexts

Learning outcomes:
Quality Standards Service Learning

• Meaningful Service: Meaningful engagement means that the participants in service learning projects are involved in meaningful and personally relevant engagement activities.
• Social commitment takes place on the basis of a change of perspective with regard to self-defined criteria that are subordinate to the understanding of social action.
• Link to Curriculum: Service learning is deliberately used as a didactic method to achieve general learning and/or content standards.
• Reflection: Service learning includes diverse and challenging reflection exercises, which are applied again and again throughout the process and stimulate reflection on oneself and one's own relationship to society.
• Relativity means the identification and reflection of existing social circumstances and values on the basis of which students weigh up, build and carry out their social project.
• Diversity: Service learning promotes the understanding of diversity and respect among those involved.
• Youth Voice: In service learning projects, students are responsible for the planning, implementation and evaluation of the projects. Lecturers and cooperation partners act as coaches.
• Partnerships: Partnerships in service learning are designed cooperatively, profitably for all sides and oriented towards the well-being of the community.
• Progress Monitoring: All those involved in a service learning project are constantly engaged in evaluating the process quality and achievement of objectives, and the results are incorporated into the improvement and sustainability of the service learning project.
• Duration and Intensity: The amount of time and the quality of the commitment allow to really meet the needs of the community and to achieve the set goals.

The duration of the projects is limited to one semester. Students are free to continue the project as part of a private initiative.

Reinders, H. (2016). Service Learning - theoretische Überlegungen und empirische Studien zu Lernen durch Engagement (1. Aufl.). Beltz Juventa.

Rosenkranz, D., Roderus, S. & Oberbeck, N. (2020). Service Learning an Hochschulen: Konzeptionelle Überlegungen und innovative Beispiele (1. Auflage). Beltz Juventa.

Grading
Assessment of performance

• Project plan and report
• Engagement
• Teamwork
• Reflection paper (learning process)

Workload: 90 working hours (have to be documented in the project report)

Compulsory attendance: 80%, but mandatory

Teamcoachings online by appointment

Grading
Assessment of performance

• Project plan and report
• Engagement
• Teamwork
• Reflection paper (learning process)

Workload: 90 working hours (have to be documented in the project report)

Compulsory attendance: 80%, but mandatory

Teamcoachings online by appointment

Fakultätsübergreifendes Wahlfach:
Es gelten spezielle Anmeldemodalitäten.

The MILSA mentoring program provides 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 approx. twelve months. It starts in June respectively in December.
The mentoring program provides an immersive intercultural learning experience in an international location. Students' learning is supported by pre-departure and post-sojourn workshops, and by Skype interviews and guided blog writing during the study abroad.
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 stay abroad, students will talk to the mentor via Zoom and write guided blog contributions about their intercultural learning. They stay in contact and complete group task together. Upon their return, students meet with the mentor in a post-sojourn 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 before students depart. 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 Coming Home Workshop takes place after students return from their stay abroad and allows them 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

"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

Auslandsaufenthalt im SS 22

University of Liechtenstein Grading Scale

Assessment tasks:
o Attending the First Steps in Intercultural Learning and Coming Home workshops
o Writing three blog contributions
o Completing one peer group task
o Filling in online survey
Compulsory attendance 100%

University of Liechtenstein Grading Scale

Assessment tasks:
o Attending the First Steps in Intercultural Learning and Coming Home workshops
o Writing three blog contributions
o Completing one peer group task
o Filling in online survey
Compulsory attendance 100%

Fakultätsübergreifendes Wahlfach:
Es gelten spezielle Anmeldemodalitäten.

The course will give you a broad understanding of the Chinese civilization and its relations to the people of the western hemisphere during the last two thousand years.

Students:

• learn about Chinese history, civilization, religions, economy and politics, including the new policies of President Xi Jinping
• get to understand the differences in thinking, behavior and action of the Chinese in contrast to the people in the West.
• learn about the economic relations between China, South East Asia, South Asia, Middle East and Near East and the West along the continental and maritime silk roads. The global East-West-trade is more than 2000 years old.

Lectures, self-study and paper writing, paper presentation

After successful completion of this module, students

• will understand the major differences in thinking, behavior and action between Chinese and Western people.
• will have sophisticated instruments of communication with Chinese. Intercultural misunderstandings are the major obstacle for multinational companies.
• understand the complex economic and cultural relations between China, India, the Islamic states in the Near East and the countries in Europe.
• will be able to understand the Chinese way of decision making.
• will understand that each age has its winners and losers worldwide and what we can do about it.

After successful completion of this module, students

• will understand the major differences in thinking, behavior and action between Chinese and Western people.
• will have sophisticated instruments of communication with Chinese. Intercultural misunderstandings are the major obstacle for multinational companies.
• understand the complex economic and cultural relations between China, India, the Islamic states in the Near East and the countries in Europe.
• will be able to understand the Chinese way of decision making.
• will understand that each age has its winners and losers worldwide and what we can do about it.

Bernstein, William: A splendid exchange. How trade shaped the world, London 2008.
Brown, Kerry: The world according to Xi, London 2018.
Englert, Siegfried: Quanzhou, Annweiler 2012.
Frankopan, Peter: The silk roads: a new history of the world, London 2015.
Gunn, Geoffrey C.: History without borders. The making of an Asian world region 1000 - 1800, Hongkong 2011.
Hamilton, Clive / Ohlberg, Mareike: Hidden hand. Exposing how the Chinese communist party is reshaping the world, Melbourne 2020
Hansen, Valerie: Silk Road, a new history, New York 2017.
Spence, Jonathan: The search for modern China, New York 1990.
Wood, Frances: The silk road, Berkeley 2002.
Yang Jisheng: Tombstone, Hongkong 2013 (in China and Hongkong all sales were forbidden in the meantime, but there are French and German translations available).
Yang Jisheng, The world turned upside down, London 2021 (will be forbidden soon in China).

Students prepare a seminar paper and present it

Grading

Students prepare a seminar paper and present it