The dissertation examines financial education for adolescents in East Africa and in Greater Europe. Its starting point are international initiatives such as the EU-OECD competence framework and the UN 2030 Agenda, which emphasize the acquisition of financial competences as a foundation for sustainable action and financial inclusion. The project comprises several sub-studies: first, a bibliometric analysis of the academic reception of the EU-OECD framework, identifying trends, research gaps, and leading actors. In addition, empirical studies in Tanzania evaluate the impact of an NGO-supported school program on financial education for seventh- and eighth-grade students. In this context, culturally, regionally, and socio-demographically appropriate procedures for measuring financial knowledge are proposed and validated. Pre- and post-tests, control groups, and socioeconomic data are used to measure knowledge gains and short-term behavioral changes. Through methodological diversity, international cooperation, and adherence to strict ethical standards when working with minors, the dissertation contributes to the further development of effective financial education strategies in Europe and East Africa.

Objectives: What do you want to achieve by implementing the project?
The project aims to enhance the understanding and effective integration of generative AI primarily in secondary education
by evaluating real-world AI usage. It seeks to provide best practices to use and self-implement AI tools that empower
teachers to leverage AI ethically and effectively, fostering digital literacy, AI competency, and innovative teaching methods.
It aims to be accessible for a wide audience by providing online material and hybrid events.

Implementation: What activities are you going to implement?
Our data and results are going to be based on a large-scale pilot study with 100+ teachers using ChatGPT-based tools. Our
mixed methods study design covers interviews, surveys, and computational analyses. We will develop and deliver teacher
training workshops, create teaching materials, and design customizable AI tools for lecturers, as well as guidelines how to
do so.

Results: What project results and other outcomes do you expect your project to have?
The project will produce evidence-based insights into AI's role in education, best practices for its use, unveil limitations,
provide teacher training materials, and AI tools for lecturers. As we integrate our findings into teaching teachers, the benefits
will be long-term and communicated through the next generation (as well as existing) teachers to children. These outcomes
will support ongoing digital literacy and AI integration, benefiting teachers, students, and educational institutions.

Objectives: What do you want to achieve by implementing the project?
The project aims to document and preserve Upper German dialects, promoting their learning via an AI-enhanced online
platform. It seeks to create a scalable workflow for dialect support across Europe, making linguistic data accessible for
research and education. The goal is to foster language acquisition, enrich scientific research, and preserve linguistic
heritage, ultimately enhancing Europe's linguistic diversity.

Implementation: What activities are you going to implement?
We plan to collect Upper German dialect audio from internet sources and record new files through interviews and events.
Next, we'll develop AI models for analyzing these files, extracting content and metadata. Finally, we'll create educational
materials for AI researchers, linguists, and learners, all accessible via a unified platform.

Results: What project results and other outcomes do you expect your project to have?
Our project will yield a multifunctional platform designed for:
. Learners to enhance dialect comprehension through online quizzes;
. Linguists to utilize study materials and models for research or curriculum integration;
. AI researchers to access audio files and models, facilitating NLP research. This platform aims to support language
acquisition, academic study, and technological innovation.

Combing blockchain and monetary policy procedures, I investigate the effects of the introduction of decentralized and centralized trustworthy services (e.g., blockchain-based currency) on standard and non-standard monetary policy measures. It is of great interest to me to scrutinize interactions within and from outside of the monetary cycle that result from those innovations. Will transmission channels, time lags and monetary parameters be influenced once decentralized or centralized digital currencies based on trustworthy systems gain significant importance within the financial markets (and how)? And what will be the role, risks and chances of new players and entities entering the playing field of our economic, monetary, and judicial system, for example DAOs (decentralized autonomous organizations)?

Models or experiments used in course of the introduction of other then topical instruments (e.g., repurchase agreements) will be redesigned and used for an assessment of this latest evolutionary stage. I plan on addressing the consequences and chances for wealth management, as well as potential challenges and opportunities for our local financial hub in Liechtenstein.

DAO: new player, new structure – does it make a difference (for monetary policy) and what is it at all? (1-2 letters)

Applicability of standard and nonstandard monetary policy measures after the introduction of central bank digital currencies and other trustworthy systems (1-3 letters)

CBDCs and time lags (1-2 letters)

My first paper will concern decentralized autonomous organizations (DAO) and their positioning in our Liechtenstein financial hub.

Objectives: What do you want to achieve by implementing the project?
Our project aims to revolutionize the use of generative artificial intelligence (GenAI) to enable authentic learning focused
on critical thinking and real-world, meaningful tasks beyond mere information acquisition. As GenAI adoption grows,
educators, especially in non-technical fields, often lack guidance on effectively implementing GenAI in curricula. The project
will provide a GenAI-based learning system, instructional materials, and support for educators to integrate GenAI into the
practice.
Implementation: What activities are you going to implement?
Our project aims to address GenAI challenges in higher education by employing the Design Science Research
methodology. We'll analyze barriers to GenAI adoption through discussion with educators and use these insights to create a
GenAI-based learning system and instructional materials for higher education. These resources will be disseminated across
various platforms and evaluated by educators and students. The activities will be led by three senior researchers from three
European universities.
Results: What project results and other outcomes do you expect your project to have?
The project delivers a GenAI-based learning system and instructional materials for higher education. In addition, we will also
provide community support for educators in integrating the resources and other potential GenAI solutions into their
instructional practices. Through these results, the project will ultimately revolutionize educational practices by leveraging
state-of-the-art technology, supporting authentic learning beyond information acquisition.

The project itself aims to explore the complex challenges associated with experiencing and navigating paradoxical tensions arising within organizations in the context of increasing globalization and digitalization. Paradoxes are contradictory yet interconnected elements that exist simultaneously and persist over time (e.g., innovation and efficiency, or economic and social value creation). The research particularly seeks to examine how organizations can successfully identify, comprehend, and manage paradoxes.
The project adopts an interdisciplinary approach, integrating theories and methods from management studies, organizational psychology, and cultural studies to analyze how these paradoxical tensions are perceived and addressed within organizations.
The academic goal is to consolidate existing research streams on paradox management and cultural complexity, conduct empirical studies on how paradoxical tensions are perceived and managed, and derive innovative management approaches. The project aims to enhance theoretical understanding by illuminating the interaction between organizational paradoxes and cultural contexts, while also developing practical implications for leadership in global organizations. One of its objectives is to publish the research findings in high-ranking journals such as the Journal of Management Studies or Entrepreneurship Theory & Practice.
For the project funding proposal, the Swiss National Science Foundation (SNSF) expects the development of a comprehensive research plan that outlines the current state of research, clearly defines the applicant's own research position, presents a detailed methodological approach including a timeline, and highlights the relevance of the work for both academia and practice. The overarching goal is to provide interdisciplinary and innovative contributions that capture the complexity of modern organizations and support their management.

In today's rapidly evolving business landscape, companies are compelled to continuously enhance their competitiveness and innovative capacity to secure long-term growth and sustainability.

The ability to innovate alone is no longer sufficient; organizations must also focus on innovation efficiency the capacity to effectively bring both incremental and radical innovations to market while optimizing resource utilization. This dual focus on innovation and efficiency is critical, as the interplay between these two dimensions can significantly influence a firm's performance and adaptability.

Traditionally, efficiency and innovation have been perceived as opposing forces. This misconception often leads organizations to overlook opportunities to improve the cost-benefit ratio of their innovation activities. Various organizational structures, cultures, and management styles can either hinder or promote innovation efficiency, creating a complex landscape for firms striving to balance these competing demands. Accordingly, one aim of this project is to investigate how the efficiency of both incremental and radical innovation projects can be enhanced and how their relationship with the existing core business can be effectively managed through diverse management approaches grounded in ambidexterity theory.

In the entrepreneurship context, scaling a business brings an equally critical challenge into focus: while new ventures are celebrated for their innovativeness, the key question is how to introduce professional structures without undermining the entrepreneurial drive and creativity that fuels innovation. As new ventures grow, they must transition from in-formal, founder-centered management to more formalized, professional operations. Yet little is known about how entrepreneurs navigate this transition or how it impacts their motivation. Therefore, the second subproject examines how new ventures implement professional management practices and how these shifts influence entrepreneurs' engagement, energy, and long-term commitment.