The content of this module is closely related to the unit projects that typically include the design of buildings, their sitting, their energy use, the choice of construction, materials and processes, as well as the quality of their internal environment and micro-climate with a focus on the issues of sustainability and the performance of the building envelope.

• Design of buildings, their sitting, their energy use, the choice of construction, materials and processes, as well as the quality of their internal environment and micro-climate focussing the issues of sustainability and the performance of the building envelope.
• Developpment of creative design skills integrating sustainable building technology.
• Guest lecturers and professors coming from an international context teaching alternating contents as compact projects, which complement the regular Projects Studios.
• Debate on current topics from practice, theory and research within the lecture series.

Studio delivered and project based, with students being tutored individually and in groups. This is supported by lectures that explain the principles that underlie sustainable design and provide the intellectual cultural and technological context for the study in achitecture.
Lectures, seminars.

The module Sustainable Design I seeks to establish the theoretical and professional frame to an integrated and specific architectural debate and project making within the concentration Sustainable Design.
The topics center on issues to develop critical positions towards subjective reasoning in the field of sustainable design and to further the ability to root these positions in the theory of building construction and technology, as well as in the political, sociological, and cultural context of contemporary architecture and society.

The compact projects are set to complement skills and knowledge acquired in the project studios and to broaden the horizon of the students.

The aim of the module is to provide students with the necessary architectural tools and intellectual instruments and avareness to integrate the knowledge aquired in the module Courses Sustainable Design into a responsible and sustainable professional behaviour.

At the end of the module each student should have the ability to demonstrate and/or work with:

• Knowledge that covers and integrates most of the principle areas, features, boundaries, terminology and conventions of the discipline of architecture focused on the issues of sustainability and the performance of the building envelope.
• A researched understanding of sustainability in order to take a position as a designer reflected in the ability to devise and implement strategies for sitting, energy use, choice of construction, materials and processes, as well as for the quality of the internal environment and micro-climate.
• A researched and integrated knowledge of building construction and materials, structural design and energy transfer mechanisms synthesized in coherent design projects that express architectural intentions and considerations of a sustainable environment.
• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Communicate and articulate ideas and informations fluently in english language and work comprehensively in visual, oraland written forms.
• Make formal presentations about specialist topics to informed audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programme of study.
• Demonstrate ability to manage time and physicalresources in relation to set project briefs and self-direct programmes of study as an individual and a group member.
• Development of critical position as an individual designer and contribute this to the on-going studio debate. Deal with complex ethical and professional issues.

• Intermediate and final review with externals

All courses in the module have to be passed with a sufficient grade (minimum grade of 4.0).
The module grade will be determined from the weighted average of the single course grades.

Building Physics 1 33%
Building Mechanical Systems 1 33%
Material Technology 1 33%

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 module aims at fostering professional competences. In particular, an overview on theories of the firm is given in order to provide students with a profound background for better understanding the various current topics of their discipline.

The set of theories dealt with in the course will continuously be reviewed and adapted. So far, the following theories of the firm are considered to be particularly relevant for all three doctoral programs currently being offered by the graduate school:

• Introduction to the Theory of the Firm (Prof. Dr. Stefan Güldenberg)
• The Nature of the Firm and the Problem of Social Cost (Ass.Prof. Dr. Tanja Kirn)
• Agency Theory (Prof. Dr. Marco Menicetti)
• Property Rights and Contractual Theory (Prof. Dr. Michael Hanke)
• Information Processing Theory (Prof. Dr. Jan vom Brocke)
• Resource-based Theory of the Firm (Prof. Dr. Christian Marxt)
• Behavioral Theory of the Firm (Prof. Dr. Stefan Güldenberg)
• Knowledge-based Theory of the Firm (Prof. Dr. Stefan Güldenberg)

Lecture; self-study; presentation and paper by students

• Basic understanding of the fundamental research questions connecting to the existence and boundaries of organizations
• Basic understanding of the different approaches which try to explain the existence and boundaries of organizations from various perspectives
• Basic understanding of the underlying assumptions of these approaches

Students will be able to:

• gain an overview about various theories of the firm and their history
• critically review and discuss different theories of the firm
• apply theories of the firm as guiding theoretical framework to own thesis topic and research questions

Buckley, P.J.; Michie, J. (eds.) (1996): Firms, Organizations and Contracts: A Reader in Industrial Organization, Oxford/New York Oxford Management Readers

The students will be assessed in this module through:

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

Just as the doctoral consortium, the summer school serves multiple purposes in the educational programme of the students: Whereas the doctoral consortium aims at presenting the own work in an international frame, the summer school intends to deepen methodological skills in a specific field of choice relevant to the PhD theses of the students. In addition, working together with professors and PhD-students from abroad also contributes to social and communicative skills of the students in an international and intercultural environment.

Doctorate information systems students participating in an international Ph.D. summer school study contemporary issues in information systems research design and/or methodology.

Students will be assisted by lecturers of the Institute of Information Systems at the University of Liechtenstein in preparing their proposal and application for the summer school. Accepted students will take part in the summer school. Also a reflection of the lessons learned at the summer school together with the lecturers at Liechtenstein is 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.

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 renown summer school, such as organised e. g. by the European Research Center for Information Systems (ERCIS).

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.

Just as the doctoral consortium, the summer school serves multiple purposes in the educational programme of the students: Whereas the doctoral consortium aims at presenting the own work in an international frame, the summer school intends to deepen methodological skills in a specific field of choice relevant to the PhD theses of the students. In addition, working together with professors and PhD-students from abroad also contributes to social and communicative skills of the students in an international and intercultural environment.

Doctorate entrepreneurship and management students participating in an international Ph.D. summer school study contemporary issues in research design and/or methodology.

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 and leading experts in the field.

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 renown summer school, such as organised e. g. by the Swiss National Science Foundation or Essex Summer School in Social Science Data Analysis and Collection.

Research Methods in International Financial Services can be very different, depending on the specific research area of Banking, Finance and Taxation. This module description is developed for a student with a need for advanced methods in econometrics. For students with different needs appropriate courses will be choosen and credited.

• Principles of Estimation and Testing
• Limited Dependent Variable Methods
• Longitudinal Data Models
• Stationary Time Series Models
• Stochastic Trends and Co-Integration

Lecture and self-study; presentation and paper by students is possible.

The module "Research Methods in International Financial Services " aims at deepening the students' competences regarding knowledge in their research design.

• This course should help - based on research methods offered on the master's level - to apply advanced econometric research methods, currently used by the research community.
• This course helps the student to independently develop a research concept for specific research questions.
• This course helps students to discuss methodological issues with colleagues working in the same area.

Students will be able to:

• Have an advanced overview of econometric principles for cross-sectional, panel, and time-series data sets.
• Apply econometric techniques in the area of microeconomics, macroeconomics and finance.

Required Reading:

• Copeland, T.E., Weston, J.F., Shastri , K. (2005), Financial Theory and Corporate Policy. Boston: Pearson Addison Wesley.
• Cochrane, J. (2001). Asset Pricing. Princeton: Princeton University Press.
• Specific articles and books on Econometrics.

The students will be assessed in this module through:

• Written exam or presentation and paper (about 4000 - 5000 words)

The module "Research Methods in Information and Process Management Science" aims at deepening the students' skills in research design. It focuses on pivotal issues of conducting and structuring research activities as part of information and process management research.

Subjects dealt with in the model comprise (but are not limited to):

• Introduction into design science
• Design science vs. behavioural science
• Rigour vs. relevance
• Design science in information systems research
• The design science research process
• Reviewing the literature
• Design science examples
• Design science challenges
• Theorizing in design science
• Publishing design science

• Lecture
• Self-study
• Presentation by students

Students successfully participating in the module will

• know how to explain the design science approach as related to 'traditional' approaches in research,
• be able to differentiate between major constructs and issues in information systems research, such as relevance, rigour, truth, and utility,
• know about the major contributions on design science published in information systems research,
• be able to structure the design science research process,
• be capable of conducting rigorous literature reviews as part of design science research,
• know about major evaluation methods,
• be aware of the role of theories in design science research, and
• know the major information systems outlets for publishing design science research.

• Required Reading:
• Hevner, A. R., March, S. T., Park, J. and Ram, S. (2004). Design Science in Information Systems Research. MIS Quarterly, 28 (1), pp. 75-105.
• March, S. T. and Smith, G. F. (1995). Design and Natural Science Research on Information Technology. Decision Support Systems, 15 (4), pp. 251-266.
• Peffers, K.; Tuunanen, T., Rothenberger, M. A., Chatterjee, S: A Design Science Research Methodology for Information Systems Research. Journal of Management Information Systems 24 (3), pp. 45-77.
• Peffers, K., Tuunanen, T., Gengler, C. E., Rossi, M., Hui, W., Virtanen, V. and Bragge, J. (2006). The Design Science Research Process: A Model for Producing and Presenting Information Systems Research. Proceedings of the First International Conference on Design Science Research in Information Systems and Technology (DESRIST 2006), Claremont, pp. 83-106.
• vom Brocke, J., & Buddendick, C. (2006). Reusable Conceptual Models. Requirements Based on the Design Science Research Paradigm. Paper presented at the First International Conference on Design Science Research in Information Systems and Technology (DESRIST 06), Claremont, CA, USA.
• vom Brocke, J., Simons, A., Niehaves, B., Riemer, K., Plattfaut, R., & Cleven, A. (2009). Reconstructing the Giant: On the Importance of Rigour in Documenting the Literature Search Process. Paper presented at the 17th European Conference on Information Systems (ECIS 2009), Verona, Italia, accepted for publication.

The students will be assessed in this module through:

• Presentations
• Discussions

Besides a more in-depth knowledge in epistemology doctoral students in entrepreneurship and management research require an applicable base of research methods and tools. The course will cover the following topics:

• Epistemology in entrepreneurship and management research
• Research design and the use of theory
• Research questions and hypotheses
• Quantitative methods
• Qualitative methods
• Mixed method procedures
• Transdisciplinary research
• Research projects with industrial partners

Participant centered learning approach consisting of cases, best practices, self-study, presentation as well as paper by students

The students will be able to

• clearly understand and communicate the epistemological underpinning of their research work
• differentiate between different schools of thought
• design research processes corresponding to their research questions
• select suitable qualitative and quantitative research methods
• evaluate their own research with respect to validity, reliability and generalisability

Selected Required Readings (a full reader will be handed out):

• J. W. Cresswell (2009). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. Thousand Oaks, California, Sage Publications Inc. (preferably the whole book)
• P. Johnson and J. Duberley (2000). Understanding Management Reserach. London, SAGE Publications. Chapter 1+8
• H. Ulrich (2001). Die Betriebswirtschaftslehre als anwendungsorientierte Sozialwissenschaft. Gesammelte Schriften. H. Ulrich. Bern, Verlag Paul Haupt. 5: 17-51.
• J. Bortz and G. A. Lienert (2008). Kurzgefasste Statistik für die klinische Forschung: Leitfaden für die verteilungsfreie Analyse kleiner Stichproben. Heidelberg, Springer. Chapter 1.
• K. M. Eisenhardt and M. E. Graebner (2007). "Theory Building from Cases: Opportunities and Challenges." Academy of Management Journal 50(1): 25-32.
• A. F. Chalmers (1999). What is this thing called science?: an assessment of the nature and status of science and its methods. St. Lucia, University of Queensland Press. Selected chapters.
• M. Easterby-Smith, R. Thorpe, et al. (2008). Management Research: Theory and Practice. London, Sage Publications ltd.

Additional / suggested reading:

• J. Strübing (2004). Grounded Theory: Zur sozialtheoretischen und epistemologischen Fundierung des Verfahrens der empirisch begründeten Theoriebildung. Wiesbaden, VS Verlag für Sozialwissenschaften. Chapter 1.
• P. Feyerabend (1986). Wider den Methodenzwang. Frankfurt am Main, Suhrkamp Verlag.

The students will be assessed in this module through:

• Presentation

For all organizational details please get in touch with Markus Spiegel (markus.spiegel@uni.li).

In der Lehrveranstaltung Forschungsmethoden werden Methoden zur quantitativen und qualitativen Datenanalye angewendet. Es werden die Softwareprogramme SPSS und NVivo eingesetzt.

Die Forschungsmethoden werden anhand von Datenbanken eingeübt, die im Rahmen von Forschungsprojekten des Institutes für Entrepreneurship generiert wurden.

Folgende Lernziele werden mit der Anwendung von SPSS verfolgt:

• SPSS Basisoperationen durchführen (Variablen anlegen & berechnen).
• Deskreptive Statistiken durchführen.
• Mittelwertvergleiche und t-Tests anwenden.
• Regressionen durchführen.

Folgende Lernziele werden mit der Anwendung von NVivo verfolgt:

• Interviews codieren
• Ergebnisse der Codierung darstellen und interpretieren.

Bazeley, P. (2010). Qualitative data analysis with NVivo. Los Angeles: Sage.
Bühl, A. (2012). SPSS 20: Einführung in moderne Datenanalyse. San Francisco: Pearson.

Persönlicher Lap-Top mitnehmen.