• Exposé zur Masterthesis zu einem spezifisch fokussierten Forschungsthema.
• Literaturanalyse.
• Untersuchungsdesigns.
• Online-Befragungen.
• Testtheoretische Grundlagen.
• Einführung in SPSS.
• Quantitative Datenaufbereitung.
• Deskriptiv- (Mittelwert, Standardabweichung) und inferenzstatistische Analysen (z.B. Korrelations-, Regressions-, Faktoren- und Reliabilitätsanalyse).
• Interpretation der quantitativen Ergebnisse.
• Grundlagen der qualitativen Methodik (z.B. Interviewmethodik, qualitative und quantitative Inhaltsanalyse, t-Tests, Varianzanalysen und nicht-parametrische Verfahren).
• Semi-strukturierte Interviews.
• Einführung in NVivo.
• Transkription.
• Auswertung und Interpretation qualitativer Daten.

Das Modul Masterthesis setzt sich zusammen aus:

a) der Erstellung der Masterthesis

b) Kolloquium
Im Kolloquium der Masterthesis wird der aktuelle Stand der Masterthesis geprüft und bewertet. Gravierende Mängel könnten zu einem frühzeitigen Abbruch der Masterthesis führen.

c) der Präsentation & Verteidigung der Masterthesis
In der Präsentation & Verteidigung der Masterthesis weist der Studierende die Befähigung wissenschaftlicher Arbeitsweise sowie die für die Ausübung des Berufes erforderlichen fachlichen Kompetenzen und Kommunikationsfähigkeiten nach.

In der Masterthesis wird ein studiengangsspezifisches Problem auf wissenschaftlicher Grundlage selbständig erarbeitet.

Aktuelle Zeitschriftenartikel und Buchempfehlungen werden im Moodle (https://moodle.uni.li) zum Download für die Studierenden hinterlegt oder vom Dozierenden mitgeteilt.

Das Kolloquium muss positiv bewertet werden.

Die Benotung der Masterthesis setzt sich aus der Note für die schriftliche Arbeit und der Note für die Präsentation und Verteidigung im Verhältnis 70% zu 30% zusammen.

Hat der Studierende die Masterthesis nicht bestanden, so kann er dieses Modul frühestens zum nächstmöglichen Prüfungstermin wiederholen. Eine zweite Wiederholung ist nicht möglich und das Masterstudium gilt als endgültig nicht bestanden.

This module is the perfect introduction to the world of media and communications as a radio and multimedia journalist. Students learn the basics for a radio show and for a podcast as part of the new Campus Radio targeting Liechtenstein and the whole world. During the Campus Talks (=Campus Gespräche) with high-profile guests, the students actively work in the editorial team. The ongoing web radio program is professionally planned, developed, and implemented. The content is unique and has always a strong connection to Liechtenstein, the University of Liechtenstein, and the university's partners. The program is presented live online and will be made available on different podcast platforms (e.g., Spotify).

An elective "Campus Radio" is offered in both the winter and summer semester. But these two electives have different emphases and can therefore both be attended.

Broadcasts, audios, podcasts, etc.

From research to implementation, journalistic radio and multimedia content is created.

Students learn to produce competently podcasts, interviews, and radio broadcasts.

Students can explain trends in audio production for radio and online channels.

For the students it becomes clear how important communication with their own voice in the context of social media channels is.

The students build up the new Campus Radio of the University of Liechtenstein and learn to plan and implement their own formats and broadcasts.

Smartphone, microphone, laptop, Audacity (audio software)

The broadcasts, audios, podcasts, and a presentation (minimum of 5 pages) on campus radio will be evaluated.

Parts of assessment

A: Presentation (40%)
B: Audio (60%; can be either produced in German or English)

80% mandatory presence

Grading

Analyse und Entwicklung digitaler Erzählmöglichkeiten, etwa Reels, Social Clips, Grafiktafeln, Instastorys, TikToks oder Threads; Zuspitzung und Verknappung komplizierter wissenschaftlicher und technischer Zusammenhänge

Hybrid (ein Terimn online, die anderen vor Ort)

Learning Outcome (1) Entwicklung verschiedener Erzählformen, v.a. aus dem Bereich Social Media (etwa Quarks digital, Terra X, Galileo), z.B. Instastorys, Social Clips, Threads oder sogar TikTok-Storys. Einüben von crossmedialen Erzählweisen: ein Thema wird über verschiedene digitale Kanäle erzählt.

Learning Outcome (2) Komplizierte wissenschaftliche und technische Zusammenhänge können mithilfe von kurzen Texten, Storyboards und journalistischen Erzählformen kurz, zugespitzt und präzise erzählt werden.

Learning Outcome (3) Entwicklung von Community Papers; Organisation eines Community Managements für komplizierte Inhalte. Verknappung für Mainstream-Audience bedeutet nicht, dass Inhalte weggelassen werden müssen.

Wormer, Holger / Karberg, Sascha (2019): Wissen. Basiswissen für die Medienpraxis. Köln: Herbert von Halem Verl.

Hoofacker, Gabriele (2020): Online-Journalismus. Texten und Konzipieren für das Internet. Ein Handbuch für Ausbildung und Praxis. Wiesbaden: Springer VS.

Lampert, Marie / Wespe, Rolf (2021): Storytelling für Journalisten. Wie baue ich eine gute Geschichte? 5. Aufl. Köln: Herbert von Halem Verl.

Brinkmann, Janis (2021): Journalismus. Eine praktische Einführung. Baden-Baden: Nomos.

Bettendorf, Selina (2020): Instagram-Journalismus für die Praxis. Ein Leitfaden für Journalismus und Öffentlichkeitsarbeit. Wiesbaden: Springer VS.

Weichert, Stephan / Daniel, Matthias (Hrsg.) (2020): Wie wir den Journalismus besser machen. 30 Essays für werteorientierte Digitalisierung. Leipzig: Vistas.

Jourbert, Marina / David, Lloyd / Meltcalfe, Jenni: Storytelling: The Soul of Science Communication. URL: https://jcom.sissa.it/archive/18/05/JCOM_1805_2019_E

Brounéus, F., Lindholm, M. and Bohlin, G. (2019): Telling it straight - a focus group study on narratives affecting public confidence in science'. JCOM 18. URL: https://doi.org/10.22323/2.18050203.

Davies, S. R., Halpern, M., Horst, M., A. Kirby, D. A. and Bruce Lewenstein (2019). 'Science stories as culture: experience, identity, narrative and emotion in public communication of science'. JCOM 18 (05), A01.https://doi.org/10.22323/2.18050201.

ElShafie, S. J. (2018). 'Making science meaningful for broad audiences through stories'. Integrative and Comparative Biology 58 (6), pp. 1213-1223. https://doi.org/10.1093/icb/icy103.

Von Campenhausen, Jutta (2011): Wissenschaftsjournalismus. Konstanz: UVK.

Holliman, R. (2011). 'Telling science stories in an evolving digital media ecosystem: from communication to conversation and confrontation'. JCOM 10 (04), C04. https://doi.org/10.22323/2.10040304.

… werden digital via Moodle zur Verfügung gestellt.

Prüfungsmodus:
Teilleistung A: Schreibportfolio I
Teilleistung B: Scheibportfolio II

Anwesenheitspflicht: mind. 80%

Benotung

Security Management covers technical and organisational methods for the definition and implementation of security policies. The course covers five primary topics:

• People, processes, and strategic planning
• Risk management
• Regulatory compliance, aw, and ethics
• Security analysis, safeguards, and frameworks
• Maturity and performance measurement

• The module involves interactive lectures with exercises to integrate theoretical knowledge with practical design and analysis skills.
• Homework assignments are used to deepen students’ understanding of the analytical methods of security management.

After successful completion of the course, students will

Professional competence
• understand the main security objectives and processes
• be able to initiate and lead basic security initiatives in smaller organisations

Methodological competence
• be able to set up and maintain basic information security management systems
• be able to apply correct metrics to measure security related KPIs

Social competence
• understand that security management always has an ethical part

Personal competence
• be able to identify emerging security issues
• be able to find and apply suitable standards, literature and frameworks

Technological competence
• be familiar with the main security related standards, guidelines, and frameworks

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

Written exam

The Educational Journey covers lectures at a foreign university, company visits, and leisure activities. Course topics change from semester to semester.

• Planning security: Even if the study trip cannot take place, there is the possibility that you can acquire the 3 ECTS through an alternative examination performance

Written exam (60min)

The trip typically lasts from Monday to Friday/Saturday (including travel). A detailed schedule will be announced during a kick-off session at the University of Liechtenstein in May. Attendance at all days and events is mandatory.

Just as the doctoral consortium, the summer school serves multiple purposes in the students' education: Whereas the doctoral consortium aims at presenting the own work to an international audience, the summer school is supposed to deepen the students' methodological skills. In addition, working together with professors and PhD students from abroad also contributes to developing the students' social and communicative skills in an international and intercultural environment.

In preparing their proposals and applications for a summer school, students will be assisted by lecturers of the Institute of Information Systems at the University of Liechtenstein. Accepted students will take part in the summer school. A reflection of the lessons learned at the summer school together with the lecturers is also part of the module.

The primary objective of the summer school is to get further insights into the research methods applied by the PhD students and to discuss evolving questions with other young scientists.

Will be announced topic-specifically in the course.

The students will be assessed in this module through:

• Competitive selection process of the summer school
• Specific mechanisms of the summer school

Module availability:
On application at an internationally renowned summer school, such as organized e. g. by the European Research Center for Information Systems (ERCIS).

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

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

BPM and Organisational Practice explores Business Process Management (BPM) through an organisational-studies lens, so it is a BPM elective. Emphasizing the duality of stability and change in organisational work, the course covers the factors, mechanisms, and interventions that affect how processes behave over time. The course covers six primary topics:

• Organisation theory
• Process- and practice-based research
• Organisational routines
• Intra-organisational dynamics and endogenous change
• Organisational learning, unlearning, and forgetting
• The role of agency and intention in the execution of organisational work

The course involves interactive lectures with exercises to integrate theoretical knowledge with practical design and analysis skills.

After successful completion of the course, students will

Professional competence
• understand the key assumptions and management implications of BPM
• understand key assumptions about process work from organisation theory
• understand the main concepts of (strong) process theory
• understand the main competence of routine dynamics theory

Methodological competence
• be able to synthesize the main tenets of two different scientific fields (BPM and routine dynamics)
• be able to analyse organisational phenomena through the lens of (strong) process theory
• be able to attend to (subtle) social dynamics evolving throughout organising processes

Social competence
• Be able to change roles when addressing managerial questions (role as BPM expert versus role as organisation theorist)
• Be able to work together with colleagues on case assignments

Personal competence
• Be able to find unconventional approaches to BPM-related question
• Be able to reflect on strengths and weaknesses from specific scientific fields

Technological competence
• Know about ways to observe and measure process dynamics

• Students are provided with the lecture slides and supplementary material (e.g., selected journal articles).
• Langley, A., & Tsoukas, H. (2017). The SAGE Handbook of Process Organization Studies. London, UK: SAGE Publications.

Written exam (60min)

This module will show students how to manage projects and teams Students will learn how to deal with clients, understand the role of marketing, the basics of accounting and leadership, thus preparing them for their future role as responsible employers.

exercises, research, writing, case study