In the viva voce examination the doctoral student proves that he/she meets the requirements on the dissertation by publically defending his/her dissertation.

The Chairperson of the Board of Examiners, the supervisor and the co-supervisor(s) shall determine a grade for the viva voce examination.

Im Umgang mit der Natur und der Gestaltung der Landschaft prägen die Menschen den Raum nachhaltig. Der Blick auf die heute schwindende Landschaft als Ressource verändert Wahrnehmungs- und Gestaltungsmuster. Im Modul Städtebau 2 wird den Studierenden vermittelt, wie unsere Landschaften und Freiräume entstanden sind und erläutert, wie heute urbane Räume aus der Landschaft heraus um- und weitergebaut werden.

siehe nachfolgende Lehrveranstaltungen

Die Lernergebnisse und zu erwerbenden Kompetenzen dieses Moduls ergeben sich aus den nachfolgend beschriebenen Lehrveranstaltungen.

Die Abschlussnote wird errechnet aus den Noten der beiden Lehrveranstaltungen mit einer Gewichtung von jeweils 50%. Ein erfolgreicher Abschluss setzt zudem voraus, dass in beiden Lehrveranstaltungen jeweils mindestens die Note 4.0 erreicht wurde. Modalität siehe Lehrveranstaltung.

This course is provided through Coursera and is offered by the University of Yale.

In this course you will engage in a series of challenges designed to increase your own happiness and build more productive habits. As preparation for these tasks, Professor Laurie Santos (Dr. Laurie Santos is the Chandrika and Ranjan Tandon Professor of Psychology and Head of Silliman College at Yale University) reveal misconceptions about happiness, annoying features of the mind that lead us to think the way we do, and the research that can help us change. You will ultimately be prepared to successfully incorporate a specific wellness activity into your life.

Instructor: Dr. Laurie Santos is the Chandrika and Ranjan Tandon Professor of Psychology and Head of Silliman College at Yale University, teacher of the most popular class in Yale's history and host of The Happiness Lab podcast.

This course consists of one course.
The Science of Well-Being

The course starts on 16th September 2024.
The course must be completed by 20th December 2024.

All parts of this course are free of charge.

Online course

• Gratitude
• Happiness
• Meditation
• Savoring

see the respecitve modules

Attenance min. 80% mandatory

Grading

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 April respectively in October.
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 mentor is 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 stay abroad, students will talk to the mentor via Skype 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

• Filling in Intercultural Development inventory
• Attending Individual IDI Evaluation Coaching Session before and after the Semester Abroad
• Attending the First Steps in Intercultural Learning and Coming Home workshops
• Writing three blog contributions

o- Completing one peer group task

• Filling in online survey

Compulsory attendance 100%

Grading

Solving a practical business challenge in collaboration with a company partner.

• Collaboration with experienced company partners
• Coaching and tutoring
• Discussion of cross-cutting issues and drafting of written reflections
• Strengthening links between the content of various modules

Inskription ab WS23/24
Diese Zugangsvoraussetzungen:

• Für die Anmeldung zu Modulen der Vertiefungsrichtung müssen die Module Statistik, Wirtschaftsmathematik und English I erfolgreich absolviert sein.
• Zusätzlich muss für die Anmeldung zur Vertiefung IME das Modul Strategisches Management erfolgreich absolviert sein.

Inskription vor WS23/24
Entweder obige Zugangsvoraussetzungen oder:

• Für die Anmeldung zu Modulen der Vertiefungsrichtung müssen Module im Umfang von mindestens 45 ECTS Credits aus dem ersten Studienjahr und zusätzlich das Modul English I erfolgreich absolviert sein.
• Wahlfächer bleiben für diese Regelungen vollständig ausser Betracht.

This course provides a comprehensive guide to the research process for PhD students across different research fields. It is organized in two formally separate courses, Part A and Part B. Part A (in the Winter Term) is hands-on research and focuses on developing a draft research paper from scratch or beginning with the initial research proposal students might have. It covers all stages of the process, from formulating clear research questions, through detailed literature review, choice of research methodology and data analysis toolkit, to putting the first draft together. In Part B (in the Summer Term) students delve also into professional aspects of the academic research process. They first learn about research funding and related schemes. Then they develop comprehensive understanding of research design, practice presenting their research results effectively, thus preparing for seminars and conferences, and finally explore different stages of the publication process, including crafting cover letters for journal submissions and participating in the peer review process.

Students can start with either Term, although it is recommended to begin with Part A. Nevertheless, both Part A and Part B are designed to be independent and complementary. In the Summer Term in Part B, students who completed the Winter Term work on their assignments based on the draft research paper they completed in Part A. Instead, those students starting with Part B in the Summer Term work on their assignments using an established published paper of their choice from within their research field, as case study, to explore also these professional aspects of the research process. In the Winter Term in Part A, students who decided to complete Part B in the Summer Term first, thus working with an established published paper of their choice, work on writing their draft research paper and are expected to apply knowledge gained in Part B to their output later at their own discretion.

Key topics covered in part A are:
• Stages of the PhD research process.
• Develop research questions and hypotheses rigorously.
• Conduct a comprehensive literature review in a systematic way.
• Choose and implement research methodologies that match.
• Analyze and interpret research data from different sources.
• Write and present research findings effectively.

• Lectures providing input
• Take-home tasks (writing, application of newly acquired knowledge and competences)
• Student presentations incl. feedback

After successful completion of Part A, students will

Professional competence
• Understand the stages of the PhD research process.
• Present research findings effectively to various audiences.
• Apply effective presentation techniques.
• Write a coherent and compelling draft research paper.

Methodological competence
• Develop a clear and viable research question.
• Conduct thorough and critical literature reviews.
• Select and apply appropriate research methodologies.
• Analyze data using appropriate tools and techniques.

Social competence
• Collaborate effectively in team settings.
• Network and communicate effectively with peers.

Personal competence
• Use self-reflection to enhance communication skills.
• Understand personal strengths and areas for improvement in communication.
• Develop self-awareness in various communication contexts.

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

Im Zentrum des Modules „Kommunikationswerkzeuge in der Architektur“ liegt die Einführung in die Formen und Anwendungen von Kommunikation in der Architektur. Neben der Erstellung des eigenen Architekturportfolios werden auch Präsentationstechniken erarbeitet. Dabei werden sowohl analoge wie auch digitale Kommunikationsmethoden angewandt.

In Form von Vortrag, Projektarbeiten, Übungen, Recherche, Visualisierung, Peerfeedback, Diagrammen, Grafiken, Skizzen, Zeichnungen und Plänen

Das Lehrmaterial wird den Studierenden semesterweise zur Verfügung gestellt.

Modulnote = Lehrveranstaltungsnote, die ermittelt wird aus: Fachprojekt, Übungen, Mitarbeit am Unterricht; 70% Anwesenheitspflicht, prüfungsimmanent

In the Research Seminar course, students learn to apply in practice what they learned in the Research Methods course. The seminar covers issues related to identifying and formulating research questions, choosing a suitable research design to use in answering these questions, evaluating the feasibility of a planned research study, and writing research proposals. Together with faculty, students develop research proposals (so-called “exposés”) for their master’s theses.

• The course involves interactive seminars with workshops and regular presentations.

After successful completion of the course, students will

Professional competence

• critical analyse state-of-the-art literature on selected research topics
• be able to write independently and scientifically about new research topics
• be able to present research ideas and designs

Methodological competence

• be able to understand and apply research methods in computer science and information systems
• be able to identify open research problems
• be able to identify feasible solution strategies for research problems

Social competence

• be able to effectively communicate their research ideas to their peers
• be able to effectively communicate their research ideas to their research supervisor(s)

Personal competence

• be able to plan and implement complex research tasks

Technological competence

• conduct proof-of-concept research experimentation and design

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

Seminar paper (70%), presentation (30%)

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 one of the four subject areas that constitute the core of the curriculum (i.e., Business Process Management, Data and Application Security, Data Science, and Digital Innovation).

• The thesis is assessed by a faculty member from the Institute of Information Systems (professor, assistant professor, visiting professor or senior lecturer).The thesis is presented and defended in an oral examination. The examination committee is composed of the Academic Director, another faculty member, and an external expert appointed by the Vice-Rector for Teaching.The time for producing the completed thesis is defined on the thesis proposal (“exposé”) and may not exceed 22 weeks.

• After successful submission of the master's thesis, students will have demonstrated their ability to plan, execute and manage research projects autonomously.

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

Business Process Management provides an introduction to fundamental concepts, frameworks, models, theories, and methods in process management and covers the operation, improvement, and innovation of business processes. Business Process Management (BPM) is one of the core topics of the degree programme, so the course also provides a basis on which students can choose their electives. The course covers eight primary topics:

• Business process operations
• Business process change
• Strategic alignment
• Business process governance
• Quality management
• Six Sigma
• BPM skills
• Organizational culture

• The course involves interactive lectures with exercises to integrate theoretical knowledge with practical design and analysis skills.
• The e-learning platform Moodle is used throughout the course to disseminate course material and for information and discussion.
• Case studies are used to discuss the course contents and to train students in using the methods covered.

After successful completion of the course, students will:

• understand the foundations and contextual roots of BPM (e.g., business process re-engineering, total quality management)
• understand the goals of BPM (e.g., time, cost, quality, sustainability)
• understand the core components of holistic BPM approaches (strategic alignment, governance, methods, technologies, people, culture)
• understand the key principles of good BPM

Compulsory reading:

• Students are provided with the lecture slides and supplementary material.

Additional reading:

• vom Brocke, J., & Rosemann, M. (Eds.). (2014). Handbook on Business Process Management. Berlin: Springer.

Written exam (90min)