This research proposal aims for the development of a numerical model for the prediction of energy relevant human interaction with buildings, based on appropriate theories from psychology, and the integration of such a numerical model into a simulation program for the prediction of the energy consumption of buildings. The work program starts from the results of the applicant fs doctoral thesis and the related publications about the psychology of occupant behaviour in buildings and will seamlessly continue this work. For this to achieve, three working phases are planned: During phase 1 the homogenization, operationalization and transformation into numerical form of those psychological theories will be implemented, whose appropriateness for the conceptualization of a prediction model has already been scientifically proven by the research of the applicant. Following this, the resulting algorithm will be converted during phase 2 into a computer program and integrated into the building simulation system TRNSYS 17. Finally, during phase 3, a number of provisional validation measures will be developed and applied to the algorithm. The work program comprises three years.
The research results will contribute to the reduction of energy consumption of buildings by the improvement of the pertinent planning tools. Beyond this, the results will contribute, through a better understanding of the needs, motives and actions of building occupants, to a better understanding of the reciprocity between humans and buildings and will thus enhance the focus on human needs during the planning process.

Liechtenstein has the highest level of motorisation in Europe after Andorra (Merki, 2022). On the one hand, this can be attributed to factors such as prosperity, density, and identity. On the other hand, the degree of motorisation depends on the distribution and diversity of everyday amenities, i.e., vitality, in settlement areas. This vitality is partly the result of spatial planning measures and is undergoing a fundamental change due to advancing digitalisation. The research project aims to investigate the vitality of settlement areas and how they change, using the Werdenberg-Liechtenstein agglomeration area as a case study, to identify thresholds for unrestricted mobility choices and measures to influence these thresholds. It builds on the state of research on the x-minute city and ties in with the discussion regarding the necessary shift away from motorised individual transport in the sense of a city of short distances for sustainable settlement development. The aim is to enable evidence-based approaches for the development of integrative and sustainable planning concepts and strategies in the region.

A changing environment leads to new challenges for organizations in various industries. In particular, the demands on managers are shifting massively, so that new qualities and new approaches are required. The dissertation will examine the ability of leaders to give autonomy to employees, the role of vision and the factor of clear goals.

What is charisma, and how can it be measured? How do leaders lead when bound in front of a webcam? The current pandemic has thrown up a myriad of questions for organisational and leadership researchers, further muddying the already murky field of charismatic leadership. However, recent work on the signalling approach of charisma offers hope. Consequently, the present dissertation examines charismatic leadership within the paradigm of signalling theory, using three forms of audio-visual computer-mediated-communication: traditional, screen-based video, more progressive, virtual reality-based video, and VR-displayed simulations.

Several findings of relevance are expected, including the ability of all three media types to transmit signals of leader charisma; the ability of virtual reality to do so with greater acuity and salience than traditional media; and a corresponding increase charisma attributions made to leaders by followers when using virtual reality-based video transmission. Furthermore, the role of virtual presence is also examined as a possible influence on followers’ ability to emotionally and cognitively process visual and auditory signals of charisma in a virtual environment. Numerous practical implications can be derived from this work, including concrete training steps for future digital leaders; furthermore, a wide range of fruitful, hitherto untapped research directions are suggested.

What is charisma, and how can it be measured? How do leaders lead when bound in front of a webcam? The current pandemic has thrown up a myriad of questions for organisational and leadership researchers, further muddying the already murky field of charismatic leadership. However, recent work on the signalling approach of charisma offers hope. Consequently, the present dissertation examines charismatic leadership within the paradigm of signalling theory, using three forms of audio-visual computer-mediated-communication: traditional, screen-based video, more progressive, virtual reality-based video, and VR-displayed simulations.

Several findings of relevance are expected, including the ability of all three media types to transmit signals of leader charisma; the ability of virtual reality to do so with greater acuity and salience than traditional media; and a corresponding increase charisma attributions made to leaders by followers when using virtual reality-based video transmission. Furthermore, the role of virtual presence is also examined as a possible influence on followers’ ability to emotionally and cognitively process visual and auditory signals of charisma in a virtual environment. Numerous practical implications can be derived from this work, including concrete training steps for future digital leaders; furthermore, a wide range of fruitful, hitherto untapped research directions are suggested.

Digital practices, among others digital collaboration, have become part of our private and professional lives. The fact that they erase boundaries between the both is broadly discussed by researchers and practitioners.
One of the crucial aspects of this phenomenon is that these practices utilize the same cognitive and emotional resources of humans.
At the same time, these digital emergent practices are enabled and afforded by intelligent non-human agents. These intelligent agents not only support humans in their cognitive efforts but also collaborate with humans in the context of these practices.
The question arises what influence emergent digital practices have on the humans' emotional and cognitive processes and states, and what factors should be taken into account when enabling these practices.
To tackle this question we take a human-centric perspective on the digital practices.
We use approaches from socio-cognitive psychology to shed light on such phenomena as cognition in general, emotional and cognitive overload, cognitive flexibility and inertia - in the context of digital practices. We show how cognitive processes are interlinked with socio-technical processes, and how they mutually influence each other. In doing this we contribute to the domain of process science.
The research brings together various methods: interviews, data mining, and agent-based modeling.

irtual reality (VR) has become a popular and versatile technology that has recently attracted interest from researchers, practitioners and educators alike. The technology offers the potential for all kinds of disciplines and industries, and higher education in particular may also benefit from VR-enhanced education practices. VR simulations and VR collaboration practices especially allow the experience-based acquisition of high-quality skills and competences that are difficult to acquire with other learning methods. Nevertheless, most educators, particularly in higher education, prefer to stick with traditional teaching approaches because they are unsure how to fit VR into their curriculum. Against this background, educators are seeking recommendations regarding how to incorporate suitable VR software and hardware into their curriculum and, in turn, make sustainable investments.

This project aims to create guiding material on the use of VR practices in higher education. By offering access to this material, this project encourages educators to implement VR practices such as virtual field trips, distance courses and virtual collaboration rooms, as well as support the use of digital technologies and the online delivery of courses. The focus of this work lies in supporting educators to select appropriate VR practices for teaching target skills and competences. Educators may even teach intercultural competences by offering courses in collaboration with other higher education institutions and, in turn, foster social inclusion. Taken together, this project intends to mitigate barriers to using VR in higher education, enable educators to improve their instructional quality and guide them to make sustainable investments when acquiring VR hardware and software.

Three universities from three countries, i.e. University of Liechtenstein (Liechtenstein), University of Duisburg-Essen (Germany) and University of Agder (Norway), are collaborating on this project. In addition, the headquarter of the European Research Center for Information Systems (ERCIS) with its headquarters at the University of Muenster (Germany) and representatives from the University of Nebraska Omaha (US) support this project as associated partners.

Virtual reality (VR) has become a popular and versatile technology that has recently attracted interest from researchers, practitioners and educators alike. The technology offers the potential for all kinds of disciplines and industries, and higher education in particular may also benefit from VR-enhanced education practices. VR simulations and VR collaboration practices especially allow the experience-based acquisition of high-quality skills and competences that are difficult to acquire with other learning methods. Nevertheless, most educators, particularly in higher education, prefer to stick with traditional teaching approaches because they are unsure how to fit VR into their curriculum. Against this background, educators are seeking recommendations regarding how to incorporate suitable VR software and hardware into their curriculum and, in turn, make sustainable investments.

This project aims to create guiding material on the use of VR practices in higher education. By offering access to this material, this project encourages educators to implement VR practices such as virtual field trips, distance courses and virtual collaboration rooms, as well as support the use of digital technologies and the online delivery of courses. The focus of this work lies in supporting educators to select appropriate VR practices for teaching target skills and competences. Educators may even teach intercultural competences by offering courses in collaboration with other higher education institutions and, in turn, foster social inclusion. Taken together, this project intends to mitigate barriers to using VR in higher education, enable educators to improve their instructional quality and guide them to make sustainable investments when acquiring VR hardware and software.

Three universities from three countries, i.e. University of Liechtenstein (Liechtenstein), University of Duisburg-Essen (Germany) and University of Agder (Norway), are collaborating on this project. In addition, the headquarter of the European Research Center for Information Systems (ERCIS) with its headquarters at the University of Muenster (Germany) and representatives from the University of Nebraska Omaha (US) support this project as associated partners.

Virtual reality allows to perceive landscapes, cities and ``space'' in general more intensely and accurately than ordinary technologies that use conventional models of buildings and landscapes shown on standard computer screens or using miniature physical models. The project looked into the question: What information is really needed to understand a VR model ? It focues on applications relevant to architecture. Do we need to see details of a landscape to understand rural or urban plans ? Do we need buildings in 3d or are simple outlines as on 2d maps enough? These and answer questions are faced by every designer of a VR application. Answering these questions incorrectly can have a profound impact on any VR project, by either causing unnecessary costs by adding non-necessary visual elements or by causing a non-pleasant user experience. To study these questions the focus was put on an experiment involving Liechtenstein. A VR application was developed and presented at the Liechtensteiner Digitaltag to the interested public as well as to all university staff. It showed Liechtenstein from different perspectives and different levels of abstraction. The study showed diminishing returns for adding details. Somewhat surprisingly, details can be added either through 3d objects as well as through textures with similar impact.

This project aims to solve the issues described above by developing a new hybrid approach for courses and programs offered by universities. The idea is to still teach the program at the university in presence, but at the same time, offer this program live for remote participants, without a loss of quality for either side, especially by solving the problem of decreased interaction. This is achieved in particular through a concept study of a next-level classroom equipment, the development of training materials as well as guidelines in regard to technology, communication modes and examination modes. Moreover, it includes an exemplary curriculum adaptation of a certificate program for executives in the field of blockchain and fintech.
The project will be coordinated by a core team under the lead of University of Liechtenstein consisting of the following organisations:
* University of Liechtenstein
* Kapsch BusinessCom
* Frankfurt School Blockchain Center (Frankfurt School of Finance & Management)