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Social Competence
  • listen attentively to the lecturer and fellow students
  • work together in groups to solve the case studies, communicate within the team, and help each other
  • assess themselves and their teamwork in terms of cooperation, communication, and conflict management skills and take responsibility during the presentation
  • develop their social skills while solving the case studies and adapt these skills to optimize joint teamwork
  • support their team members in presenting the results and justify their approach to working on the case studies together.
Professional Competence
  • explain the basic concepts and definitions of business informatics (e.g., information system, application system)
  • describe the role of information systems in business administration and explain the concepts learned using examples (e.g., strategy development)
  • apply selected methods and models of information system design to solve simple tasks (e.g., IT project management)
  • identify connections between the concepts learned (e.g., information vs. knowledge management)
  • combine different methods of business informatics when working on tasks (e.g., from the field of project management)
  • evaluate the methods learned in terms of their advantages and significance (e.g., different process modeling languages)
Personal Competence
  • tolerate the opinions of other students, even if they contradict their own understanding (e.g., in case study discussions or in the discussion forum).
  • take care of reviewing lecture content independently and reliably (especially exercise sheets and case studies)
  • assess their learning progress and commitment in lectures, exercises, and self-study (e.g., speaking up in class, success in completing exercise sheets)
  • identify their strengths and weaknesses and adjust their commitment accordingly (e.g., - repetition of lecture content)
  • support each other in lectures, exercises, and self-study and help each other with questions (e.g., in the discussion forum)
Professional Competence
  • understand the broad issues of sustainability, especially the careful and quality use of raw materials and space.
  • carry out complex defined and self-defined research, development or investigation projects and identify and implement relevant outcomes.
  • develop a spatial idea into a sustainable proposal, carefully considering the historical, theoretical, environmental, cultural, economic and social context of the project.
  • communicate and articulate ideas and information fluently in English and work comprehensively in visual, oral and written form.
  • give formal presentations on specialised topics to an informed and general audience.
  • exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
  • demonstrate the ability to manage time and physical resources in relation to set project briefs and self-directed study programmes as an individual and as a group member.
  • deal with complex ethical and professional issues.
  • show confidence in analysing case studies and to derive principles and motivations.
Technology Competence
  • operate suitable tools safely and use them appropriately for the task and material.
  • use the digital tools available at the university (e.g. scanning devices, CAD and digital lasers and printers).
Personal Competence
  • argue and defend a reflected ethical stance and personal values in the context of the climate emergency.
  • scrutinise and further develop their own design solutions and identify, justify and defend sustainable alternatives by applying different approaches to the same task.
  • learn from experience, acquire new knowledge and develop a critical relationship to their own design work.
  • set themselves clear objectives and a timetable for their realisation.
  • realise their design project with a high degree of autonomy.
  • carry out their design project with creativity, diligence and in a discipline.
  • think and act in an interdisciplinary way.
Social Competence
  • work creatively and effectively in groups on the same task.
  • justify, argue and defend their own point of view in the context of the group and the topic.
  • evaluate and criticise their own performance and the performance of others.
  • make compromises to find solutions.
Methodological Competence
  • develop and evaluate advanced design and organising principles.
  • formulate complex ideas and concepts under guidance and to generate and further develop space-creating solutions based on these.
  • carry out literature research, evaluate collected information and link it with their own project work.
  • communicate the complexity of their own project work convincingly using plans, models and various media as well as in oral and written form.
Professional Competence
  • understand the broad issues of sustainability, especially the careful and quality use of raw materials and space.
  • carry out complex defined and self-defined research, development or investigation projects and identify and implement relevant outcomes.
  • develop a spatial idea into a sustainable proposal, carefully considering the historical, theoretical, environmental, cultural, economic and social context of the project.
  • communicate and articulate ideas and information fluently in English and work comprehensively in visual, oral and written form.
  • give formal presentations on specialised topics to an informed and general audience.
  • exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
  • demonstrate the ability to manage time and physical resources in relation to set project briefs and self-directed study programmes as an individual and as a group member.
  • deal with complex ethical and professional issues.
  • show confidence in analysing case studies and to derive principles and motivations.
Technology Competence
  • operate suitable tools safely and use them appropriately for the task and material.
  • use the digital tools available at the university (e.g. scanning devices, CAD and digital lasers and printers).
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