• Introduction to International Tax Standards
• Economic and Legal Principles of National and International Taxation
• Institutional Aspects of International Tax Standards: G20, G7, OECD, EU – NGOs
• G20/OECD: BEPS-Inclusive Framework and Global Forum on Exchange of Tax Information
• The International and European Fiscal Framework
• The Regulatory Environment on Taxation: Global and European Tax Standards (G20, G7, OECD, EU)
• International Tax Principles on International Tax Competition and International Tax Cooperation
• International Tax Transparency on Tax Compliance: Exchange of Information and Mandatory Disclosure
• G20/OECD: Base Erosion and Profit Shifting (BEPS), EU: Anti-Tax-Avoidance-Directives, Code-of-Conduct
• G20/OECD: Introduction of a new World Tax Order with Pillar 1 on Digital Taxation and Pillar 2 with a Global Minimum Taxation.

Interactive Lecture

Students

• are familiar with the basic economic and legal principles in national and international taxation and can apply them,
• understand the institutional aspects of international tax standards and the respective multinational institutions, like the BEPS-Inclusive Framework and the Global Forum on Exchange of Tax Information
• understand the impact of the international and European fiscal framework and the regulatory environment on taxation regarding global and European tax standards on international tax competition and international tax cooperation as well as tax compliance
• understand the implications of Base Erosion and Profit Shifting Actions and Anti-Tax-Avoidance-Directives on national and international tax laws and tax systems
• are familiar with the planned changes of the national and international tax laws and tax systems in order to comply with the new World Tax Order.

see lecture(s) within the module

The course will give you a broad understanding of the Chinese civilization and its relations to the people of the western hemisphere during the last two thousand years.

Students:

• learn about Chinese history, civilization, religions, economy and politics, including the new policies of President Xi Jinping
• get to understand the differences in thinking, behavior and action of the Chinese in contrast to the people in the West.
• learn about the economic relations between China, South East Asia, South Asia, Middle East and Near East and the West along the continental and maritime silk roads. The global East-West-trade is more than 2000 years old.

Lectures, self-study and presentations

• After successful completion of this module, students will understand the major differences in thinking, behavior and action between Chinese and Western people.will have sophisticated instruments of communication with Chinese. Intercultural misunderstandings are the major obstacle for multinational companies.understand the complex economic and cultural relations between China, India, the Islamic states in the Near East and the countries in Europe.will be able to understand the Chinese way of decision making.will understand that each age has its winners and losers world wide and what we can do about it.

• Bernstein, William: A splendid exchange. How trade shaped the world, London 2008Englert, Siegfried: Quanzhou. Versuch einer Annäherung, Annweiler: Plöger Medien 2012Frankopan, Peter: The Silk Roads: a new history of the world, London: Bloomsbury 2015Gunn, Geoffrey C.: History without borders. The making of an Asian world region 1000 - 1800, Hongkong University Press 2011Hansen, Valerie: Silk Road, a new history, N.Y.: Oxford Uni Press 2012Hansen, Valerie: The Silk Road, a new history with documents, N.Y.: Oxford Uni Press 2017Hernig, Marcus: Chinas Bauch. Warum der Westen weniger denken muss um den Osten besser zu verstehen, Hamburg: Edition Körber 2015Hofstede, Geert: culture's consequences, N.Y. 2001 (2nd edition) Spence, Jonathan D.: the search for modern China, N.Y. 1990Wood, Frances: The silk road. Two thousand years in the heart of Asia, Berkeley University of California. 2002

Paper (80%), presentation (20%) - Compulsory attendance (min. 80%)

• Introduction to International Tax Policy
• Economic and Legal Principles of National and International Taxation
• Taxation and Economic Efficiency: Optimal Taxation and Optimal Tax Systems
• International Taxation in an Integrated and globalised World
• International Tax Competition and International Tax Cooperation
• International Tax and Public Finance
• Global and regional integration of nations: APEC, ASEAN, AU, BRICS, EFTA, EU, Mercosur, NAFTA, UN
• Global Leadership of developed and developing countries: G20, G7, OECD

Interactive Lecture

Students

• are familiar with the basic economic and legal principles in national and international taxation and can apply them,
• understand the theory of optimal taxation in order to analyse tax systems,
• understand the impact of international taxation in an Integrated and globalised world on politics, consumers and investors,
• understand the implications of International tax competition and international tax cooperation in financial markets and global business,
• are familiar with the global and regional integration of nations and the global leadership of developed and developing countries.

see lecture(s) within the module

• Overview and introduction to different forms of qualitative methods in finance
• Key concepts of experimental research approaches
• Experimental methods to test market and trader behavior

Interactive lecture

• Students are able to perform a survey.
• Students are able to test market and trader behavior with an experimental research approach.
• Students can decide when to use a qualitative or a quantitative research approach.
• Students know and can apply them most important qualitative research methods in Finance.

See lecture(s) within the module

• Financial data: diagnostic tests, pitfalls and remedies when applying statistics to financial time series
• Univariate time series modeling and forecasting, the concept of stationarity
• Multivariate time-series models (structural models, vector auto-regressions), multivariate stationarity
• Modelling and forecasting volatility
• Multivariate time-series models (structural models, vector auto-regressions), multivariate stationarity

Interactive lectures

• Students understand when to use univariate end multivariate models, know how to test and implement them and can interpret the output of such models.
• Students can explain co-integration and how it relates to univariate stationarity and apply the necessary testing algorithms.
• Students understand and know how to implement models of univariate and multivariate volatility.

see lecture(s) within the module

• Introduction to financial marketsInterest rates and bond pricesThe structure of interest ratesMarket efficiencyMonetary policyMoney marketsBond marketsMortgage marketsDerivative markets

Interactive lecture

• After completing this course, students...know how interest rates and bond prices are related and influence each otherknow different structures and theories of interest ratesare able to explain what market efficiency is and know evidence for different stagescan explain how monetary policy is used to influence financial marketsknow the dynamics of money, bond, derivatives and mortgage markets

see lecture(s) within the module

“A story has no beginning or end: arbitrarily one chooses that moment of experience from which to look back or from which to look ahead”.
Graham Greene
“Those who do not have power over the story that dominates their lives – the power to retell it, rethink it, deconstruct it, joke about it, and change it as times change – truly are powerless, because they cannot think new thoughts.”
Salman Rushdie
Der Ausdruck «Storytelling» hat sich in Politik, Werbung, Unternehmenskultur und Produkt-Marketing längst etabliert. Es wird vermehrt von «der Story» gesprochen, die helfen soll, Begehrlichkeiten, Wünsche, Zielsetzungen und Programme zu positionieren. Auch das Individuum erzählt sich selbst fortlaufend weiter. Je klarer, je bewusster es das kann, umso souveräner kann es der Welt begegnen.
Geschichten gehören zu den Stützpfeilern der menschlichen Entwicklung. Doch wie erzählt man eine gute Geschichte? Wie gelingt es, Inhalte fesselnd und persönlich zu vermitteln?
Mit Mitteln des Theaters nähern wir uns spielerisch unterschiedlichen Erzähl-Strukturen an und probieren grundlegende Techniken authentischen Auftretens aus.
Kursinhalte: Erzähldramaturgie, Ich-Erzählung, Körpersprache, Stimme, Auftrittskompetenz.

Inputreferate
• Vermittlung der Lerninhalte mit theatralen Mitteln/Methoden wie Übungen, Spielanleitungen,
Trainings (auch für Personen mit körperlicher Einschränkung möglich)
• Selbststudium: In Lernpartnerschaften formulieren die Studierenden ihre persönlichen
Fragestellungen und halten diese, sowie ihre Erkenntnisse während des Workshops stichwortartig in
einem Journal fest.

Die Studierenden erhalten einen Einblick in die Grundlagen unterschiedlicher Erzähl-Dramaturgien.
• Sie üben, Fakten und Inhalte mit ihrer Persönlichkeit zu verknüpfen um sich so einem Selbst-bewussten
Auftreten anzunähern.
• Sie untersuchen praxisbezogen, welche Skills dazu beitragen, Präsentationen besser und verständlicher zu
vermitteln (Körpersprache, Stimme, Auftrittskompetenz).

Bequeme Kleidung, Material für Erstellung des Journals

Kurs mit kontinuierlicher Beurteilung
• Auswertung/Beurteilung des Journals
• Schlusspräsentation (Referat/Lecture-Performance)
• Es wird eine Anwesenheitsliste geführt
• Der Besuch der Lernveranstaltung ist verpflichtend, die Anwesenheitspflicht beträgt 80%
• Bei längeren Fehlzeiten wird ein ärztliches Zeugnis verlangt.

Benotung

Prüfungsmodus:
Teilleistung A: Selbststudium - Erstellung eines Erfahrungs-Journals.
Teilleistung B: Schlusspräsentation in Form von Kurzvorträgen oder Lecture-Performances.
Anwesenheitspflicht: 80%, aber verpflichtend

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 a staff member of the International Office (not academic staff or other students).
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

Auslandsaufenthalt im SS 21

University of Liechtenstein Grading Scale

Assessment tasks:
o Attending the First Steps in Intercultural Learning and Coming Home workshops
o Writing three blog contributions
o Completing one peer group task
o Filling in online survey
Compulsory attendance 100%

University of Liechtenstein Grading Scale

Assessment tasks:
o Attending the First Steps in Intercultural Learning and Coming Home workshops
o Writing three blog contributions
o Completing one peer group task
o Filling in online survey
Compulsory attendance 100%

Grundlagen der Radiosprache, der Auswahl, Einschätzung und Gewichtung von Nachrichten, Moderation und Produktion einzelner Radiobeiträge und/oder gemeinsames Produzieren und Präsentieren der Beiträge und Moderationen für eine Sendestunde auf Radio L.

Die Aufnahmen erfolgen via Smartphone der Studierenden und/oder Aufnahmegeräte, welche der Lehrbeauftragte mitbringt. Eine entsprechende Zusammenstellung von Spesen erfolgt zu einem späteren Zeitpunkt.

Selbststudium, selbständige und begleitete Einzel- und Gruppenarbeiten, Präsentation der Ergebnisse im Rahmen einer Radiosendung

Die Studierenden erarbeiten einzeln und gemeinsam die Fachkompetenz, um mündliche (Radio-)Texte zu verfassen, Interviews und Statements einzuholen und digital zu editieren, sowie einen einfachen gestalteten Beitrag zur Ausstrahlung bei Radio L zu produzieren. Methodisch werden Recherchestrategien, Aussagewunsch und das Texten auf den Punkt, sowie Gesprächsführungs- und Auftrittskompetenz am Mikrophon vermittelt. Ausserdem werden die Grundlagen einer Sendeplanung erarbeitet. Die Ausstrahlung einzelner oder aller Beiträge, sowie die Moderation und Musikgestaltung einer Sendestunde bei Radio L, werden nach gängigen professionellen Sendestandards abgenommen und in der Gruppe gefeedbackt, um Medienkompetenz direkt am eigenen Beitrag, an der eigenen Sendung zu erleben.

Recherche, selbständiges Aufnehmen von Interviews und Statements, Geräuschen etc., sowie, je nach Aufgabenverteilung, die sprecherische Vorbereitung der Moderationen, das Zusammenstellen der Musik etc. (ca. 16); Führen eines Lern-Tagebuchs ( ca. 8)

Bereitstellen von Texten, Bildern und Audio-Daten für die Präsentation im Internet / Podcast (ca. 12); Reflexion über und Anwendung von erworbenen Kompetenzen anhand von Hör- und Analyse-Aufgaben (Nachrichtenbulletins, Magazinsendungen unterschiedlicher Radiostationen) mittels Arbeitsblättern und anhand der Tagebucheinträge / Learnings (ca. 12)

Laptop, Smartphone

Die Aufnahmen erfolgen via Smartphone der Studierenden und/oder Aufnahmegeräte, welche der Lehrbeauftragte mitbringt.

Der Leistungsnachweis erfolgt in Form Beteiligung an vorbereitenden Aufgaben und im Unterricht, in der Präsentation eines selbstverfassten Radiotextes und der Mitarbeit an Produktion und Präsentation eines Nachrichtenbulletins und/oder eines Sendeabschnittes in der Abschluss-Sendung

Benotung

in der Präsentation eines selbstverfassten Radiotextes und der Mitarbeit an Produktion und Präsentation eines Nachrichtenbulletins und/oder eines Sendeabschnittes in der Abschluss-Sendung
……
Anwesenheitspflicht: 80%, aber verpflichtend