This seminar investigates the relationship between territory and settlement, providing an overview of how and where humankind settles. It also demonstrates how uninhabitable environments have been made accessible and habitable through necessary infrastructure and what impact this had on the landscape. Further, the course elaborates on natural and artificial boundaries within a geographical and political context. … Beginning with the continuous rise of human impact on the planet, the tight relationships between human land use, settlement, productivity and social development will be explored throughout the course. An overview of the history of urbanization will be traced, and processes of centralisation and decentralisation investigated. Decentralisation as one of the greatest contemporary forces shaping our environment is going to be discussed using a selection of fundamental positions in academic urban design thinking. The opportunities and risks of the global process of decentralisation, transformation and possible courses of action for the future design of the territory will be debated.

Lecture and seminar: case studies, discourse, writing

Professional competence

• Have comprehensive understanding of process of settlement in relation to territory
• Understand the impact of geographical and political boundaries on settlements and communities
• Explain competently, discuss and critique own work through oral presentations,

writing or visual communication

• Distinguish historic and contemporary models of urbanism and landscape
• Identify different settlement patterns and recognize functional connections on various scales

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
• Summarize, analyze and interpret academic literature properly

Social competence

• Discuss and articulate ideas and information fluently

Personal competence

• Assess own work and put it into a historical, theoretical and philosophical context
• Express informed own view on academic literature about settlement development

and contemporary forms of urbanization

Paper, exercises, minimum 75% mandatory presence

The third semester is reserved for continuing the master's degree programme at one of our partner universities across the globe. The courses selected in the learning agreement must be the equivalent of 28 ECTS (minimum). In case of less than 28 ECTS are achieved up to 24 ECTS can be compensated by successfully completing additional "Elective Courses" from the Master's degree programme in architecture at the University of Liechtenstein (up to 12 ECTS) and by passing an additional "Design Studio 3" (12 ECTS).

Professional competence

• Integrate the contents of the courses into personal design and planning work.
• Communicate complex ideas and concepts comprehensibly in visual, oral and written forms.
• Develop a broad knowledge of the tasks and current issues of design realities in architecture and planning.
• Acquire a basic professional vocabulary and an awareness of evolving meanings of these terms over different historical periods and in different cultural contexts.
• Present and evaluate arguments, information and ideas concerning the related disciplines.

Methodological competence

• Demonstrate methodical competencies ranging from structured observation, critical evaluation, literature review, financial assessment to the set of methods in inquiry by design among others (depending on courses selected)

Social competence

• Communicate appropriately, coherently and professionally within a different cultural context

Personal competence

• Integrate into and successfully adapt to foreign cultures and customs

Abstraktes Modul zur Anerkennung von Leistungen im Auslandssemester.

As an alternative to the Semester abroad, students can select to pursue a research project at the University of Liechtenstein. In this module, students develop and conduct an intensive research project providing them with insights into academic research methodologies. The scope and topic need to be agreed with the Academic Director prior to an application.

exercises, experiment, research, writing, visualising, modelling,
presenting, case study, peer feedback

Professional competence

• Independently identify a research topic and develop it coherently into a research proposal for the Master's thesis
• With minimal guidance can manage own learning using full range of resources for the discipline
• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Make formal presentations about specialist topics to informed audiences.
• Show competence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Analyse new and/ or abstract data and situations without guidance, using a range of techniques and methods appropriate to the subject
• Critically evaluate evidence to support hypotheses, reviewing its reliability, validity and significance
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.

Personal competence

• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.
• Take responsibility for own work and are able to criticise it

Agreement with Academic Director

Mid-term and final presentations, book

‘Philosophy of Architecture’ discusses and explains essential philosophical concepts within architecture and the various positions taken with regards to contemporary cultural phenomenas. This enables students to discover their own position within a philosophical debate and to place their work within a well-grounded understanding of philosophical concepts.
The first block starts with the comparison of fashion trends with architectural design connecting both with semiotic component analysis. The question is, whether and to what extent the analogy between architecture, fashion (popular culture) and language actually works. Possible answers arise from the examples given by Jencks, Baudrillard, Eco, Barthes, Alexander, Lynn and Barthes.
Architecture only becomes modern in its engagement with new media, and that in doing it radically displaces the traditional sense of space and subjectivity. Students should learn to understand their design in the same terms as drawings, photographs, writing, film and advertisements by developing new programs for their architectural models on the basis of philosophical texts (Koolhaas, Vidler, Foucault, Colomina) and film plots.
The third block deals with human attachment to landscape and how we find identity in landscape and place. Furthermore the lecture explores the relationship between innovation, medialisation (f.e. Bollywood in the Alps), individualisation and the new emerging ‘sportscapes’, it focuses on the impact of migration and globalisation on a territory (Latour, Deleuze, Appadurai, Hagerstrand) .
The fourth block is dedicated to the cross-fertilisation of technology, art, pop culture and architecture. The course starts with mainstream philosophy of the Sixties (Critical Theory, Mc Luhan, Marcuse) and provides students with a wider perspective concerning problems that come up in contemporary architectural debates.

Lecture and seminar: discourse, writing, peer review

Professional competence

• Understand philosophical concepts and their impact on own work
• Explain competently, discuss and critique own work through oral presentations, writing or visual communication

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
• Develop activities and self-organisation that will promote learning

Social competence

• Discuss and articulate ideas and information fluently

Personal competence

• Assess own work and put it into a historical, theoretical and philosophical context

Paper, exercises, minimum 75% mandatory presence

The master's thesis consists of an analysis that investigates the context within which a project is set, identifying its challenges, the formulation of one or more working hypotheses and research questions which form the basis for the design proposal and the written thesis. A developed hypothesis is verified (or falsified) within the context of a given or freely chosen project, developing it into a designed architectural proposal and/ or into an in-depth theoretical or historical-theoretical investigation.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, cultural, economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and 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 physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show competence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

Successfully passed module "Thesis Preparation"

mid-term and final presentation and defence, book

The design studio engages students with architecture as a responsible practice on a variety of scales applying a multitude of design- and research methods, preparing them for the demands of the broad field of architecture and planning. Architectural and urban design is practiced in the context of projects of varying complexity, ranging from constructive building details and structures, to devising groups of structures and entire settlements and habitats. Design projects are represented in drawings, models, images, and by using all other available media. Teamwork is conducted with particular attention to the internal organization and workings of the teams.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, environmental (ecological), cultural, economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed and general/ community audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualisation techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

mid-term and final reviews, participation, minimum 75% mandatory presence

The design studio engages students with architecture as a responsible practice on a variety of scales applying a multitude of design- and research methods, preparing them for the demands of the broad field of architecture and planning. Architectural and urban design is practiced in the context of projects of varying complexity, ranging from constructive building details and structures, to devising groups of structures and entire settlements and habitats. Design projects are represented in drawings, models, images, and by using all other available media. Teamwork is conducted with particular attention to the internal organization and workings of the teams.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, environmental (ecological), cultural, economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed and general/ community audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualisation techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

mid-term and final reviews, participation, minimum 75% mandatory presence

The design studio engages students with architecture as a responsible practice on a variety of scales applying a multitude of design- and research methods, preparing them for the demands of the broad field of architecture and planning. Architectural and urban design is practiced in the context of projects of varying complexity, ranging from constructive building details and structures, to devising groups of structures and entire settlements and habitats. Design projects are represented in drawings, models, images, and by using all other available media. Teamwork is conducted with particular attention to the internal organization and workings of the teams.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, environmental (ecological), cultural, economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed and general/ community audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualisation techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

mid-term and final reviews, participation, minimum 75% mandatory presence

During an intensive weekly workshop it enables students to further deepen their knowledge of an issue addressed in the project studios and/ or conduct excursions to places and sites addressed in their design project.

Intensive seminar week: excursion, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization and production techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Lead a team and assume responsibility
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Gain confidence in own role, and the persuasive and accountable manner in which it is expected to be performed.

Presentation, portfolio, participation, minimum 75% mandatory presence

During an intensive weekly workshop it enables students to further deepen their knowledge of an issue addressed in the project studios and/ or conduct excursions to places and sites addressed in their design project.

Intensive seminar week: excursion, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization and production techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Lead a team and assume responsibility
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Gain confidence in own role, and the persuasive and accountable manner in which it is expected to be performed.

Presentation, portfolio, participation, minimum 75% mandatory presence