Doctoral students in Architecture and Planning require in-depth knowledge in epistemology and ontology as well as an applicable base of research methods and design methodical tools. The individually tutored, recherche based investigative project will complement the module Research Design, and be tailored to the needs of the individual students and cover a selection of the following and other related topics:

• Theories of design in architecture and urban planning
• Form values in history
• Normative approaches to the theory of spatial quality
• Research design and the use of theory in architecture and planning
• Inquiry by design
• Interdisciplinary research in design and planning
• Research projects with industrial and government partners in he built environment
• Action research in planning and environmental studies
• Project design / design project

Participant centered learning approach consisting of inquiry into the literature, cases and best practices in a structured process of self-study, concluded by a presentation as well as a paper submission.

The students will be able to

• understand and be conversant in the ontological and epistemological foundations of their research work
• differentiate between different schools of thought
• design research procedures according to valid research questions
• select, develop and apply suitable qualitative and quantitative research methods
• evaluate their own research with respect to the ability to validate assumptions and hypotheses
• be successfully examined by a group of academics in a presentation and paper submission at the end of the tutorial recherche

Selected Required Readings

Research methods specific to architecture and design:

Groat, L. and D. Wang (2002) Architectural research methods. New York: J. Wiley

Laurel, B. (2003) Design research: methods and perspectives. Cambridge, Mass.: MIT Press

Valiela, I. (2001) Doing science: design, analysis, and communication of scientific research. Oxford; New York: Oxford University Press

Zeisel, J. (2006) Inquiry by design: environment/behavior/neuroscience in architecture, interiors, landscape, and planning . New York: W.W. Norton

Sanoff, H. (1991) Visual research methods in design. New York: Van Nostrand Reinhold

de Jong, T.M. and D.J.M. van der Voordt (2002) Ways to study and research: urban, architectural and technical design. Delft: DUP Science

Theory of Perception:

Arnheim, R. (1969): Visual Thinking. University of California Press, Berkley (especially chapters 1,2,3)

Merleau-Ponty, M. (1958): Phenomenology of Perception. Routledge London & NY (orig. 1945)

Crary, J. (1990): Techniques of the Observer. October Book/ MIT Press, Cambridge MA

Burnett, R. (2004): How Images Think. MIT Press, Cambridge MA


Suggested additional general reading:

J. W. Cresswell (2009). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. Thousand Oaks, California, Sage Publications Inc.

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.

T. Lorenz and P. Staub (2011): Mediating Architecture. AA Publications, London

The students will be assessed in this module through:

• Paper
• Presentation

A personalised working-schedule and tutorial times for participants will be agreed in due time.

In the research proposal, the dissertation project is to be described in the form of a research plan including details of the methodical approach. At the colloquium on the research proposal, the doctoral students present their thesis project and justify their methodical approach.

Details are listed in the Regulatory Statutes for the Doctoral Degree Programme.

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

The main objective is to provide opportunities of engagement at a high level of research development, and of networking at international conferences. The focus is on presenting and arguing the PhD candidates' research in a competitive and international scientific environment. Paper submissions are to be vetted through an expert academic committee. This module is to develop the communicative competence of candidates. Students participating in this module will find themselves in an internationally acknowledged conference in architecture and planning suitable to their area of focus. They will receive critical comments and feedback on their research project by experienced faculty members, conference delegates and other student participants.

Preparation of paper and presentation

The primary objective of the conference participation and paper presentation is to present, argue and advance the candidates' doctoral research in an international, scientifically relevant conference.

Successful participation will strengthen students' understanding of competitive scientific discourse, documentation and career development through conference participation and publishing.

The students will be assessed in this module through:

• competitive paper review process
• line of argument and discourse
• formal presentation aspects
• research paper presentation
• event report and evaluation
• quality of proceedings publication

Module availability:
In coordination with supervisor: upon application and successful submission of a paper at an international conference relevant to the focus of the candidates' dissertation, in 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.

The primary objective of the doctoral consortium or the International Conference Participation is to present and defend the PhD students' research in a competitive and international scientific environment.
Since successful applications are invited to be discussed by a selective academic committee this module also serves to further develop the communicative and social competences of the students.
Students' participating in this module arranged in the context of an internationally well-regarded doctoral consortium or a conference in International Financial Services receive critical comments and feedback on their research project by experienced faculty members and student participants. Moreover, they benefit from listening to the other students' experiences and results.

Preparation of paper and presentation

This module helps to enable the student

• to further intensify the existing knowledge and methodology needed for the dissertation project;
• to independently develop a research concept for specific research questions;
• to develop, analyze and synthesize new complex ideas;
• to develop a social, scientific and/or cultural progress for an academic or non-academic environment;
• to discuss methodological issues with colleagues working in the same area and also with laymen.

Students will be able to:

• Have an advanced and intensified overview on specific topics needed for the dissertation project;
• Develop their own research project;
• Apply the methodological structures of these specific topics for their dissertation project;
• Present, discuss and defend their research results to academics and make it understandable for laymen.

• specific articles related to the dissertation topic

The students will be assessed in this module through:

• competitive selection process

Module availability:
On application at an internationally renown doctoral consortium or conference on International Financial Services.

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.

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.

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.

• Finanzwirtschaftliche Steuerungskonzepte.
• Investitionen, Finanzierungen, Ausschüttungen.
• Finanzierungsstruktur und Verschuldungspolitik
• Investitionsmanagement.
• Währungs- und Risikomanagement.

• Kennzahlen und Kennzahlensysteme.
• Stakeholderorientiertes Performance Measurement und Reporting.
• Interne Management Informationssysteme (Management Reports).
• Basel II, Ratings und der Einfluss auf die Kapitalbereitstellung.

• Abgrenzung und Definition einer Forschungsfrage zum Themenbereich finanzielle Führung.
• Aufstellen eines Forschungsdesigns zur Operationalisierung der Forschungsfrage.
• Forschungsrelevante Literatur zur Beantwortung der Forschungsfrage aufarbeiten.

• Konzepte der finanziellen Unternehmensführung in Famlienunternehmen anwenden können.
• Die Rolle der Familie in der finanziellen Führung von Familienunternehmen verstehen.
• Investitionen bewerten und hierauf aufbauend Investitionsentscheidungen in Familienunternehmen treffen.
• Die Kalküle zur unternehmerischen Risikobewältigung in Familienunternehmen kennen, verstehen und anwenden.
• Methoden des Währungsrisikomanagements in Familienunternehmen anwenden, verstehen und umsetzen.

• Messung, Berichterstattung und Beurteilung der Unternehmensleistung darstellen können - sowohl für externe Anspruchsgruppen als auch im Innenverhältnis einer Familienunternehmung.
• Bedeutung des Performance Reportings aus Perspektive des Unternehmers und aus der Sicht anderer Stakeholder erklären.
• Theoretisches Wissen über Management Reportings im unternehmerischen Kontext eines Familienunternehmens anwenden.
• Interaktion mit Unternehmern üben - insbesondere im Hinblick auf Anforderungen und Ziele.
• Unternehmerisches Denken in unternehmerisches Handeln umsetzen.
• Projektorientiertes Arbeiten im Team (mit Zeitplan, Zielen, etc.) fördern.

• Methoden der Sozialforschung im Überblick darstellen.
• Forschungsfragen ableiten und definieren.
• Forschungsrelevante Literatur suchen und analysieren.
• Theorien, Modelle und Thesen eines Forschungsgebietes erklären.
• Forschungsdesign mit Variablennetz entwickeln.

Für sämtliche Lehrveranstaltungen in diesem Major-Modul gilt PRÄSENZPFLICHT!

Die Modulnote setzt sich zu 50% aus der schriftlichen Prüfung (120 Minuten) der Lehrveranstaltung finanzielle Unternehmensführung und zu 50% aus dem Projekt Performance Reporting zusammen.

• International Market Environment

(Insights into International Marketing, Trade Organisations and Trade Policy, Intercultural Aspects, Economic Environment, Political and Legal Framework Conditions).

• International Market Entry and Development of Markets

(Organisation, Implementation and Control, Market Research, Market Entry and Expansion).

• Export Marketing Mix

(Product Adaptation, Pricing, Marketing Communication, Distribution Management).

• Global Marketing Mix

(Global Product Management and Global Brand Development, Global Services, Global Logistics and Purchasing, Global Pricing, Global Communication Policy).

During the educational journey “Discover New Markets” the lecture content is intensified and deepened through treatment of business problems resulting in the following leaning outcomes and requisite skills:

• The educational journey “Discover New Markets” provides the participants with practically relevant insights into internationalisation in new, developing markets. The study trip is conducted for example in China, India, Latin America, Scandinavia on an alternating basis.
• Through university lectures and talks with entrepreneurs, the students are provided with insight into the most significant influential factors impacting business dealings in a selected international market.
• The students are taught practically relevant implementation processes for internationalisation, including explanations of country-specific business customs, negotiation practices, intercultural particularities, market entry strategies and shifting of individual units in the value added chain.

Social and Methodological Skills

• The students receive the opportunity of directly applying their knowledge accrued from the lectures to everyday business dealings in a foreign destination.
• The students practice their intercultural skills in direct contact with foreign cultures and market conditions.

For all official activities during the program (lectures, company visits, culture program) there is a COMPULSORY PRESENCE!

Examination through a pretest before the start of the course (50%) plus evaluation of project work and engagement during the program (50%).

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.