This module serves manifold competences: As a doctoral consortium it aims at deepening both, methodological and professional research skills of the students. In addition, it is designed to foster the international profile of their work.

Students' participating in a doctoral consortium, therein share both the main contents of and progress in their own researches. Moreover, they benefit from listening to the other students' experiences and results and receive valuable feedback of the supervisors, consortium chairs and student participants.

The primary objective of the doctoral consortium is to present and defend the PhD students' research in a competitive and international scientific environment.

The students will be assessed in this module through:

• Competitive Selection Process of the doctoral consortium
• Research paper submitted to the doctoral consortium
• Assessment by the Professors discussing the proposal at the doctoral consortium

Module availability:
On application at an internationally renown doctoral consortium.

Identifikation eines Forschungsproblems und Entwicklung einer Forschungsfrage.

Recherche durchführen und Stand der Forschung erheben.

Problemstellung formulieren und anhand der wissenschaftlichen Methodik des Faches eine Problemlösung entwickeln.

Erstellung einer umfangreichen Hausarbeit, in der sich die Studierenden mit einem Problem ihrer Fachrichtung durch Zuhilfenahme von wissenschaftlichen Arbeitsmethoden auseinandersetzen.

Eigenständigkeit in der wissenschaftlichen Bearbeitung eines Forschungsproblems.

Diskussion des Exposés mit dem Begutachter (Betreuer).

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Nach Abschluss des Moduls haben die Studierenden in einem speziellen Bereich ihrer Vertiefungsrichtung Fachkompetenz erarbeitet, indem sie sich intensiv mit besonderen Fragestellungen innerhalb ihrer Bachelor-Thesis beschäftigt haben. Die Kenntnisse im Bereich ihrer fachspezifischen Inhalte sind detailliert und durch die aktuellsten Entwicklungen in der Forschung untermauert. Sie haben eine Problemstellung wissenschaftlich untersucht, wobei sie auf ihre zuvor erlangten Kompetenzen zurückgegriffen haben.

Voraussetzung für die Anmeldung zum Modul ist:

• der erfolgreiche Abschluss aller Module des 1. und 2. Vollzeit-Regelstudienjahres

This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on four pillars:

• Text Coaching:
  How to write academically: spelling, grammar, academic vocabulary, numbers, abbreviations, tables, figures, etc.
• Knowledge Management:
  Working with databases, literature management softwares, etc.
• Publishing:
  How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
• Peer-Mentoring:
  Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

During the course, students will maintain a blog which they will be feeding with weekly entries about their research activities and they will comment on two other PhD Students' blogs. This way, they will structure their thoughts and ideas and it will stimulate transparency and exchange about what they individually and what peer-students are working on. This will help learning how to give and receive feed-back, and it will be monitored by supervisors helping in giving individualised feed-back.

At the end of the course students will hand in a portfolio containing all the texts they have written and the blog entries and comments they will have made.

During the course, plenary speakers will be invited from various fields organising a workshop with students on particular issues of academic writing in genre-specific areas.

Workshops, one-on-one and think-pair-share sessions, individual and guided e-learning.

Students will be acquainted with principles of academic writing, normative writing, publishing, and peer-mentoring.

By the end of the course they will be able to make use of academic vocabulary, they will be able to discuss texts, tables, charts, and figures, and they will be sensitised about their personal and academic command of the English language.

They will be familiar with reference management systems, working with databases, formatting written texts, and academic values.

They will know principles of certain academic genres, like abstracts, research papers, articles, data commentaries, reviews, project proposals, etc.

They will be able to give and consider peer-feed-back, present and review, and they will be able to carry out joint writing activities, etc.

• Bailey, S. (2006) Academic Writing. A Handbook for International Students, Lond, New York: Routledge.
• Huff, Anne (1998) Writing for Scholarly Publication, London (et al.): Sage.
• McCarthy, M., O'Dell, F. (2008) Academic Vocabulary in Use. Cambridge: Cambridge University Press.
• Swales, J., Feak C. (2004) Academic Writing for Graduate Students, University of Michigan Press.
• Turabian, K.L. ( 2007) A Manual for Writers of Research. Papers, Theses, and Dissertations. Chicago, London: Chicago University Press.

Assessment modalities split up into the three parts "Text Discussion" (1), "Participation in Discussions" (2), "Regular Blog Updates" (3).

The parts are specified as follows:

1. Text Discussion:
Each participant engages actively into a 45-minute-text-discussion-phase about a text of a fellow student; Each participant delivers a text to be discussed jointly.

2. Each participant must at least take part into the discussion of five texts.

3. Each participant must blog once a week and deliver at least two peer-feedbacks on other fellow students' blogs once a week.

Details with Schedule

Role of the module in the doctoral study plan
The module is required as a cross-faculty course in the preparation phase of the doctoral programs “Architecture and Planning” and “Business Economics”.

Description
Subject definition
This module supports formal research training at the doctoral level by focusing on fundamental aspects of research design, particularly through the lens of the special disciplines, styles of inquiry and cultures of learning at the University of Liechtenstein. It also helps to develop research management skills.
Research design describes 'the structure of any scientific work. It gives direction and systematizes the research. Different types of research designs have different advantages and disadvantages.'1 In technical terms a typical research design is a detailed outline of how an investigation will take place. A research design will typically include how data is to be collected, what instruments will be employed, how the instruments will be used and the intended means for analysing data collected.
Research management skills, or so called transferable skills, comprise the ability to manage projects, be self-motivated and autonomous, network internationally, to think analytically and to be creative, inquisitive and original. In combining both research design and management skills, the University of Liechtenstein aligns itself with aspirations of the League of European Research Universities (LERU). It calls for an innovative doctoral education that brings together cohorts of candidates and includes elements of professional development training. This combination nurtures a range of skills that help PhD candidates to be more effective in their research projects but also to nurture abilities that will be useful in their future lives and careers.

To provide a tailored program, the PhD students attend one topic of ‘Specialisation according to PhD study’ (4 taught lecture units). In addition to this, the PhD students select five topics from the pool of “General academic and technical skills” and participate in all of the topics from the pool “Personal and professional management skills”. The features of the series “Personal and professional management skills” are open lectures, and every interested staff member is invited to join and listen.

Specific academic and technical skills

• Introduction to Research Design (mandatory: two taught units)

Specialisation according to PhD study

Mandatory: One topic from this group (four taught units per topic), according to the student’s focus area

• Research Design for Business Process Management
• Research Design for Finance
• Research Design for Entrepreneurship
• Research Design for Sustainable Building
• Research Design for Sustainable Urban Design and Planning
• Research Design for Architectural Theory

General academic and technical skills
Electives: Students have to select 5 topics from this group (two taught units per topic)

• Experimental Research Design
• Concepts of Time-Series Econometrics
• Panel Data: Fixed and Random Effects
• Case Study Research and Action Research
• Mixed Methods Approaches
• Use and Types of Observations and Surveys
• Literature Review
• Big Data Skills
• Community Research / Social Science for Built Environment
• Energy and the Built Environment
• Inquiry by Design

Personal and professional management skills
Mandatory (one taught unit per topic)

• Personal Knowledge Management for PhD Students
• Self-/Time-/Stress-Management
• Leadership in Research
• Project Management
• Ethics
• Publication Process
• Grant Application Process
• International Doctoral Exchange / PhD Network

Interactive, seminar style presentations and discussions

The course aims to develop a range of skills that help PhD candidates to be more effective in their dissertation research but also to work on a broader range of transferable and widely applicable skills that will be useful in their future lives and careers, qualifying them as competent researchers beyond the assembly and execution of their particular dissertations.
By imparting skills in research design and management, and an appreciation of modes of independent modes of insight acquisition, this module pursues high academic aims. It provides an understanding of the logic and procedures involved in the discovery and formation of knowledge, of the planned development, interpretation and sharing of evidence and findings, and the conception and architecture of research programs and projects in this pursuit. It presents specific personal and
academic competencies supporting this quest. Participants will learn to appreciate the structure and performance of successful research endeavours. They will acquire conceptual and technical skills needed for designing their own research approaches, styles and methodical constructs.

After completing the module, students will be able to

• appreciate the value of a sound research design and well constructed research project architecture
• independently conduct resarch design and method recherches and evaluate and select options assemble and test research designs for their own projects, evolving dynamic models
• capable of being optimised over time embark on a self-propelled path towards mastering a range of essential time, resource and other research management skills
• speak the language of research design and management, and converse reflectively with teams in house and internationally
• develop personal yet professional and continually evolving research styles and customise management and communication options responsibly devise research programs
• pursue their funding and establish their standing in the published research communities
• appreciate the range of research styles and cultures across the University of Liechtenstein and in wider research communities

Teaching aims are to

• provide an overview about current approaches to research design
• build abilities to evaluate research design cases from a diversity of fields
• impart an ability to develop the research design for their dissertation
• develop a broader understanding of and skills in research design across different topics and styles and inquiry
• nurture the ability to initiate, fund, manage, promote and publish projects
• help participants in their quest to become more self-motivated and autonomous
• assist in developing cooperative frames locally, and networks internationally
• build confidence in analytic and creative thought
• promote curiosity, inquisitiveness and originality in research.

A detailed module handbook, reading resources and corresponding handouts will be available.
The following books illustrate some of the most elementary aspects:
Cresswell, J.W. 2009. Research Design: Qualitative, Quantitative & Mixed Method Approaches. Sage
Denzen, N.K. and Y.S. Lincoln. 2002. The SAGE handbook of qualitative research. Sage
Groat, L. and D. Wang. 2002. Architectural research methods. Wiley
Recker, J. 2013. Scientific Research in Information Systems: A Beginner’s Guide. Springer
Saunders, M.N.K., P. Lewis, and A. Thornhill. 2012. Research Methods for Business Students, Pearson
Zeisel, J. 2006. Inquiry by Design: Environment/Behavior/Neuroscience in Architecture, Interiors, Landscape, and Planning. W.W. Norton

The students will be assessed in this module through

• a seminar paper,
• the presentation and defence of the seminar paper,
• and their participation in class.

In the seminar paper the students will be asked to outline and discuss a potential research design for their dissertation. That way, the seminar paper builds on knowledge acquired in the course, and it serves to transfer this knowledge to the students’ individual PhD project. Attendance of all mandatory and selected classes as well as the presentations is expected; 80% attendance is required for a positive grade.

The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations

The supervisor and the co-supervisor decide on the acceptance of the research proposal and recommend a grade.

In the defence the doctoral students prove whether they have fulfilled the requirements of the dissertation.

The defence can be held when the dissertation has been recommended for acceptance in the written appraisal of the supervisors and each supervisor has awarded a minimum grade of 4.0.

The Doctoral Examination Board holds the defence and determines which grade is awarded.

This project-based, individually tutored module aims at fostering academic and reflective professional competencies. A reflective and critical understanding of theories of sustainability in Architecture, Planning and Development is developed by students in order to convey a solid background for better understanding the theoretical setting of their discipline.

Individual tutorial guidance; self-study; presentation and paper by students

Students will be able to:

• gain an overview about various theories of sustainability and their history
• critically review and discuss different theories of sustainable practice
• apply theories of sustainability as guiding theoretical framework to individual thesis topics and research questions
• be successfully examined by a group of academics in a presentation and paper submission at the end of the tutorial recherche

Exemplary reading material:

Agyeman, J., Bullard M. and B. Evans. 2003. Just Sustainabilities. Development in an Uneven World. London: Earthscan

Bartelmus, P. 1994. Environment, Growth and Development: the Concepts and Strategies of Sustainability. London: Routledge

Becker, E. and T. Jahn. 2000. Sustainability and the Social Sciences: A Cross-Disciplinary Approach to Integrating Environmental Considerations into Theoretical Reorientation. London: Zed Books

Brandon, P.S. and P. Lombardi. 2005. Evaluating Sustainable Development in the Built Environment. Oxford: Blackwell Science

Agyeman, J., Bullard M. and B. Evans. 2003. Just Sustainabilities. Development in an Uneven World. London: Earthscan

Bartelmus, P. 1994. Environment, Growth and Development: the Concepts and Strategies of Sustainability. London: Routledge

Becker, E. and T. Jahn. 2000. Sustainability and the Social Sciences: A Cross-Disciplinary Approach to Integrating Environmental Considerations into Theoretical Reorientation. London: Zed Books

Brandon, P.S. and P. Lombardi. 2005. Evaluating Sustainable Development in the Built Environment. Oxford: Blackwell Science

Hamberger, J. Ed. 2013. Sylvicultura oeconomica oder Haußwirthliche Nachricht und Naturmäßige Anweisung zur Wilden Baum-Zucht. oekom

Carson, R. 1962. Silent spring. Boston: Houghton Mifflin

Dresner, S. 2002. The principles of sustainability London: Earthscan

Droege, P. 2006. Renewable City. Wiley Academy

Droege, P. Ed. 2008. Urban Energy Transitions. Elsevier Oxford

Droege, P. Ed. 2009. One Hundred Percent Renewable. Earthscan

Droege, P. Ed. 2010. Climate Design. Oro Editions.

Edwards, A. R.and D.W. Orr. 2005. The Sustainability Revolution - Portrait of a Paradigm Shift. Gabriola, B.C.: New Society Publishers

Giradet, H. 2008. Cities People Planet. Urban Development and Climate Change. Wiley

Hawken, P. and A. Lovins. 1999. Natural Capitalism: The Next Industrial Revolution. New York: Little Brown

Kirkby, J., O'keef, P. and L. Timberlake. 1995. Sustainable Development: The Earthscan Reader. Earthscan

Munasinghe, M. and W. Shearer. 1995. Defining and Measuring Sustainability: The Biogeophysical Foundations. The
World Bank

McHarg, I. 1995. Design With Nature. Wiley

Nagpal, T. and C. Flotz. 1995. Choosing Our Future: Visions of a Sustainable World. World Resources Institute

Redclift, M. 1987. Sustainable development: Exploring the contradictions. Methuen

Thomas, R. and M. Fordham. 2003. Sustainable Urban Design: An Environmental Approach. Spon Press

Taylor, P. W. 1981. Respect for nature: A theory of environmental ethics. Princeton University Press

Tryzna, T.C. 1995. A sustainable World: Defining and Measuring Sustainable Development. Earthscan Publications

van Bers, C. and J., Robinson. 1996. Living within Our Means: Foundations of Sustainability. David Suzuki Foundation

Wall, D. 1994. Green History. Routledge

The students will be assessed in this module through:

• paper (5000 - 7000 words)
• presentation of paper

The doctoral consortium is an opportunity to sharpen and deepen both focus and methods of research, supervised by a group of external professors and/or advisors. It is designed to foster the presentational, critical and discursive skills in a group of international peers. By submitting their work-in-progress and interim results to an international doctoral consortium candidates also learn how to position their work in a competitive research environment.
Applications are refereed through an academic committee. Participants benefit from understanding others' experiences and results and receive valuable feedback from consortium chairs and other participants. A joint publication is to result from a consortium. A doctoral consortium will take the form of a multi-institution and often international seminar, workshop or summer school - an example can be found on www.dokonara.org, the consortium on sustainable spatial development our University participates in each year.

Students will be assisted by lecturers of the Institute of Architecture and Planning at the University of Liechtenstein in preparing their proposal and application for their doctoral consortium participation. Insights acquired will be discussed and reinforced by your doctoral supervisor and other advisors at the University of Liechtenstein.

The primary objective of the doctoral consortium is for the candidates' doctoral research to be presented, argued and advanced in an international and scientific setting.

Successful participation will strengthen research content, method and students' ability to engage in focused, critical discourse.

The students will be assessed in this module through:

• competitive selection process of the doctoral consortium
• research paper submitted to the doctoral consortium
• assessment by the Professors reviewing proposals at the doctoral consortium

Module availability:
In coordination with supervisor: upon application at an international doctoral consortium, e. g. international doctoral research workshops, seminars or symposia on architectural design theory; low-carbon building technology and building integrated sustainability systems; or sustainable spatial development, urban and regional planning and design, or an approved related field.

Das Modul wird aus Lehrveranstaltungen des BWL-Curriculums gebildet. Es gilt die SPO für BWL (C12).

• Concepts, theories and models pertaining to intercultural communication
• Intercultural management
• Development of intercultural awareness
• The dimensions in national cultures
• The value systems in cultures and their connection to human behaviour
• Eurocentrism versus ethnopluralism
• Xenophobia and multiculturalism
• Practically relevant exercises and behavioural rules
• Basic models, concepts and theories in the journalism and communication
• Media types and journalistic display formats
• Characteristics and practice of print journalism
• Characteristics and practice of radio journalism
• Characteristics and practice of television journalism
• Characteristics and practice of online journalism

Interactive lectures

The participants get to know the basic concepts, theories and models of intercultural communication. They become acquainted with the dimensions of national cultures and know how values in a culture develop. They understand the connection between values, behaviour and communication. They are able to analyse their own and foreign conversational situations, assess and evaluate the parameters. They appropriate for themselves the necessary cultural awareness, thereby enabling themselves to interact correctly in as unprejudiced a manner as possible according to the situation. In this way, they create for themselves a setting that enables them to act sensitively and successfully in intercultural contact. In addition, they are capable of integrating this knowledge into intercultural cooperation and global management.

Bachelorstudiengang Wirtschaftsinformatik: keine Voraussetzungen

Bachelorstudiengang Bachelorstudiengang Betriebswirtschaftslehre:

Voraussetzung für die Anmeldung zur Modulprüfung ist:

• der erfolgreiche Abschluss aller Module des 1. Vollzeit-Regelstudienjahres

Bei Studienbeginn 2008 zusätzlich wahlweise:

• der erfolgreiche Abschluss des Moduls "Communication in English for Business"
• die Anerkennung BEC II

Bei Studienbeginn ab 2009 zusätzlich:

• der erfolgreiche Abschluss des Moduls "Communication in English for Business"

Das Modul wird aus Lehrveranstaltungen des BWL-Curriculums gebildet. Es gilt die SPO für BWL (C12).