• describe the core issues of a project and various types of projects,
• explain the difference between projects, processes, and operational work,
• explain criteria for success and failure in projects,
• explain the concept of stakeholders and the roles of stakeholders in a project,
• explain the main Project Management approaches (traditional, agile, hybrid),
• explain the main management elements of Project Management (Scope, Time, Resources, Cost, Risks, Organisation, Stakeholders, Communication, etc.)
• explain main agile frameworks as Scrum, Kanban, and Design Thinking
• know the main trends in project management.

• apply main methods of traditional and agile Project Management (e.g.  Stakeholder Matrix and Stakeholder Register, Work Breakdown Structure, Network Diagram, Gantt Chart, ,Resource Histogram, Cost Histogram. Risk Register, Project Organisational Structure, Responsibility Assignment Matrix, User Stories, Agile Estimation Methods)
• differentiate and decide between the main Project Management approaches (traditional, agile, hybrid),
• differentiate and decide between main Project Management frameworks as Waterfall, Scrum, Kanban, and Design Thinking
• can apply different Project Management roles

• take into account the developments and trends in project management and balance them to the project approach
• lead and coordinate teams in a results-oriented fashion,
• present and prudently defend team results in a complex and demanding environment,
• improve cooperation among human resource in projects and organizations,
• handle complexities while working in project teams,
• detect the HR competencies needed in a project or in an organization,
• develop team competencies among the members.

• Lectures introducing concepts, methods and tools
• Case Study to practice concepts and methods, to develop skills and to work on case studies
• Home work to add individual contributions
• Presentations to communicate results

Formal: -
Knowledge and Competencies: -

100% contributions within the course, thereof
40 % case study
60 % tests (two tests a 30 % with max. 30 min. duration each)
homework, group work, presentations, case studies, tests)

Successful completion of assessement

5,4 % (6/84) x 75

• AXELOS (2017): Managing Successful Projects with PRINCE2, The Stationery Office Ltd.
• Bea, F.X.; Scheurer, S.; Hesselman, S. (2020): Projektmanagement (3rd ed, UTB
• Dechange, André (2020): Projektmanagement – Schnell erfasst, SpringerGabler
• Gareis, Roland; Stummer, Michael (2008): Process and Projects, Manz Verlag
• Hedeman, Bert, e.a. (2010): Project Management Based on PRINCE2®, Van Haren Publishing
• International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)
• International Project Management Association IPMA (2021): Organisational Competence Baseline (OCB)
• IPMA (2016), ICB 4.0 International Project Management Association IPMA (2018): Project Excellence Baseline for Achieving Excellence in Projects and Programmes
• ISO (2021): ISO 21500 - Guidance on project management; ISO
• Kerzner, Harold: Project Management (2022): A Systems Approach to Planning, Scheduling and Controlling (13th ed.), John Wiley
• Larson, Erik; Gray, Clifford (2021): Project Management - the Managerial Process, 8th edition, McGraw Hill
• Project Management Institute (PMI) (2021): A guide to the project management body of knowledge (PMBOK guide) (7th ed.), Agile practice guide, PA
• Timinger, Holger (2024): Modernes Projektmanagement: Mit traditionellem, agilem und hybridem Vorgehen zum Erfolg, 2. Auflage, Weinheim: Wiley
• Timinger, Holger (2021): Modernes Projektmanagement: Mit System zum richtigen  Projektmanagement. Weinheim: Wiley
• Turner, Rodney (2014): Gower Handbook of Project Management (5th ed.), Gower Hampshire, Routledge

• understand underlying concepts in project management, such as: project success as a multi-facetted concept (i.e., the various criteria/dimensions associated with project success); a project’s lifecycle and the project management phases (project initialization etc.); the different project management approaches (traditional; agile; …) and their implications on project planning,
• are able to memorize the elements of a project charter,
• are able to memorize the steps of project planning, i.e., work breakdown structuring; sequencing & scheduling; resource planning; financial planning,
• understand and are able to explain the links between the abovementioned steps and potential iterations during project planning,
• understand the difference between an activity and a milestone, as well as the concept of a project schedule’s critical path,
• are able to memorize the types of project risks and the various opportunities and techniques to identify project risks,
• remember how project planning might look like in an agile project environment (Sprint Planning; Planning Poker).

• are able to use techniques and methods of project planning, as for instance, work breakdown structuring; netzplantechnik,
• are able to develop a Gantt Chart for a project,
• are able to develop a simple project schedule (Gantt Chart) in a project management software system (e.g., MS Project, Project Libre),
• are able to compile a project handbook,
• are able to compile a project risk register.

• understand underlying concepts in project management, such as: project success as a multi-facetted concept (i.e., the various criteria/dimensions associated with project success); a project’s lifecycle and the project management phases (i.e., initialization; execution; closure); the different project management approaches (traditional; agile; …) and their implications on project monitoring and control.
• understand the steps of project monitoring and control.
• remember the different ways to collect as is-data on a project.
• remember how project monitoring and control might look like in an agile project environment (Daily Scrums/Stand-up meetings; Burndown Chart).

• are able to use techniques and methods of project monitoring and control, as for instance, as is-to be-comparisons; Earned Value Analysis; Milestone-Trend-Analysis.
• are able to monitor risks through a project risk register and a project risk portfolio.

• are able to analyze the surrounding conditions of a project that is being initialized, and select methods of project monitoring and control, accordingly.
• are able to evaluate and decide which interval for project monitoring and control is appropriate in the context of a specific project.

• Collection of as is-data:
  • Subjective estimation
  • Measurement through means of a quantitative variable
  • Milestone technique
  • 0/50/100% technique
• To be/as is comparison
• Milestone-Trend-Analysis (MTA)
• Earned Value Analysis (EVA)

• Face-to-face teaching (presentation slides; whiteboard)
• Group work
• Individual reflection
• Discussion
• Software exercise
• Case examples

Formal: -
Knowledge and Competencies: -

• 25% assignments
• 25% small written test during the semester
• 50% written examination at the end of the course (60 minutes)

Successful completion of examination

5,4 % (6/84) x 75

• Dalcher, Darren (ed.) (2016): Advances in project management. Narrated journeys in unchartered territory. London, New York: Routledge.
• Kerzner, Harold (2022): Project Management: A Systems Approach to Planning, Scheduling and Controlling. 13^th edition. Hoboken: John Wiley.
• Maylor, Harvey (2022): Project Management. 5^th edition. Harlow: Pearson.
• Project Management Institute (2021): The standard for project management and a guide to the Project Management Body of Knowledge (PMBOK guide). 7^th edition. Newtown Square, PA: Project Management Institute.
• Turner, J. Rodney (ed.) (2016): Gower handbook of project management. 4^th edition. London, New York: Routledge.
• Bea, Franz Xaver; Scheurer, Steffen; Hesselmann, Sabine (2020): Projektmanagement. 3., vollständig überarbeitete und erweiterte Auflage, revidierte Ausgabe. München, Stuttgart: UVK Verlag/UTB.
• Dechange, André (2020): Projektmanagement – Schnell erfasst. 1. Aufl. Berlin, Heidelberg: Springer.
• Patzak, Gerold; Rattay, Günter (2018): Projektmanagement. Projekte, Projektportfolios, Programme und projektorientierte Unternehmen. 7., aktualisierte Auflage. Wien, München: Linde international.
• Timinger, Holger (2021): Modernes Projektmanagement in der Praxis. Mit System zum richtigen Vorgehensmodell. 1. Auflage. Weinheim: Wiley-VCH GmbH.

• can memorize the benefits of standardization,
• can distinguish the terms “standard” and “norm”,
• know the most important international project management standards, and …
• understand the structure and core concepts of these standards,
• understand what “tailoring” means in the context of (project management) standards,
• can memorize what project management maturity models (PMMM) are, understand how they are applied, and what is the link to standards,
• can memorize certain frameworks for agile project management, such as SAFe, etc.,
• know which are the most important project management certifications in the field.

• are able to select and recommend an international project management standard to an organization (company), based on its specific environment,
• can describe criteria for the selection of a project management standard based on organizational requirements and context,
• can describe the contents that an organizational project management standard should cover,
• can develop an implementation strategy for an organizational project management standard.

• understand the different facets of quality in projects,
• have a deep understanding of quality management principles and how they apply to project management,
• understand what a business process is, how it can be described/modelled and documented, and what can be strategies to analyse and optimise a business process,
• are able to remember what the main processes for managing quality in projects are,
• understand the responsibilities of project managers and project quality managers/ engineers with respect to the abovementioned processes.

• are well-versed in industry-specific quality standards and frameworks, allowing them to apply these standards effectively in project settings,
• are equipped to plan, execute, and control projects to meet or exceed quality standards, resulting in improved project outcomes and heightened client satisfaction,
• are proficient in identifying and mitigating quality-related risks, reducing the likelihood of rework or project failure,
• have honed their problem-solving skills, enabling them to effectively identify and address quality issues that may arise during projects.

• 50% contributions within the course (compile artefact of quality management (e.g., project QM plan / concept for managing quality in a project), group work, presentations, case studies)
• 50% written (60 min) or oral examination (appr. 20 min) at the end of the course

Successful completion of examination

5,4 % (6/84) x 75

• AXELOS (2023): PRINCE2® 7. Author’s own publishing.
• Centre of Excellence in Project Management (2021): PM² Project Management Methodology – Guide. Version 3.0.1. Brussels-Luxembourg: The European Commission, DIGIT, Centre of Excellence in Project Management / Author’s own publishing.
• Dechange, André (2024): Projektmanagement – Schnell erfasst. 2nd edition. Berlin: Springer-Gabler.
• DIN 69901 (2009). Project management systems. Berlin: Beuth Verlag.
• Hällgren, M., Nilsson, A., Blomquist, T., & Söderholm, A. (2012): Relevance lost! A critical review of project management standardisation. International Journal of Managing Projects in Business, 5(3), 457-485.
• International Project Management Association (2015): Individual Competence Baseline. 4th version. Author’s own publishing.
• ISO 21502 (2020): Project, Programme and Portfolio Management - Guidance on Project Management. Berlin: Beuth Verlag.
• Project Management Institute (2021). A Guide to the Project Management Body of Knowledge (PMBOK Guide). 7^th edition. Newtown Square, PA: Author’s own publishing.
• Schwaber, Kent, Sutherland, Jeff (2011): The Scrum Guide. scrum.org.

• Bartsch-Beuerlein, Sandra (2000): Qualitätsmanagement in IT-Projekten – Planung, Organisation, Umsetzung. München-Wien: Carl Hanser Verlag.
• Bryde, D. J. (2003): Modelling project management performance. International Journal of Quality & Reliability Management, 20(2), 229–254. https://doi.org/10.1108/02656710310456635
• Cicmil, S. (2000): Quality in project environments: a non‐conventional agenda. International Journal of Quality & Reliability Management, 17(4/5), 554–570. https://doi.org/10.1108/02656710010298599
• Gadatsch, Andreas (2023): Business Process Management – Analysis, Modelling, Optimization and Controlling of Processes. 1^st edition. Berlin: Springer-Verlag.
• Hilton, R. J., & Sohal, A. (2012): A conceptual model for the successful deployment of Lean Six Sigma. International Journal of Quality & Reliability Management, 29(1), 54–70. https://doi.org/10.1108/02656711211190873
• Kerzner, Harold (2022): Project Management: A Systems Approach to Planning, Scheduling and Controlling. 13^th edition. Hoboken: John Wiley.
• Linß, Gerhard (2011): Qualitätsmanagement für Ingenieure. München-Wien: Carl Hanser Verlag.
• Parast, M. M. (2011). The effect of Six Sigma projects on innovation and firm performance. International Journal of Project Management, 29(1), 45–55. https://doi.org/10.1016/j.ijproman.2010.01.006

• gain an understanding about Self-Management and Social Competence
• know relevant Theory about these topics
• know about the importance of Self-Management and socials competence on project management

• motivate the team for your project
• implement group-dynamic models
• cope with difficult situations
• handle disturbances in projects
• have an impact on others
• expand their skills and self-image of project management

• use concepts of social competence in project management,
• evaluate social behaviour
• self-reflect their of own behavior
• observe, evaluate and apply the social context in a situation,
• develop self-awareness, self-confidence, self-assurance and self-actualisation and assist others in doing so.

• transform theoretical models to their own context
• reflect operational challenges of a project
• reflect upon own behavior

• Identification of one’s own strengths and weaknesses
• Self-Reflection about own behavior
• Identification of work preferences
• Identification of time savers and time wasters and how to deal with them
• Finding one self’s resources and use them
• Define reachable goals and learn how to prioritize them
• Communication
• Leadership
• Team development
• Conflict management
• Motivation

• Lectures introducing concepts, methods and tools
• Group work to practice concepts and methods, to develop skills and to work on case studies
• Role plays (videotaped for analysis) to experience, observe, evaluate and train behaviour in different contexts
• Home work to add individual contributions
• Presentations to communicate results

Formal: -
Knowledge and Competencies: -

• 50% contributions within the course (paper - max. 10 pages, video – max. 5 minutes, case studies)
• 50% presentation (max. 20 minutes).

5,4 % (6/84) x 75

• AXELOS (2017): Managing Successful Projects with PRINCE2. London: The Stationery Office Ltd.
• International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)
• ISO (2012): ISO 21500 - Guidance on project management. Genf
• Christian Majer, Luis Stabauer (2010): social competence im Projektmanagement (in German), Goldegg Verlag
• Kerzner, Harold: Project Management (2017): A Systems Approach to Planning, Scheduling and Controlling, John Wiley
• Heckhausen, J., & Heckhausen, H. (2008). Motivation and action. New York: Cambridge University Press, 2nd edition, 2008.
• International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)
• König, C. J., & Kleinmann, M. (2006): Selbstmanagement. [Self-management]. In H. Schuler (Hrsg.), Lehrbuch der Personalpsychologie, 331–348. Göttingen: Hogrefe.
• Lee-Kelley, L., & Loong, K. L. (2003): Turner’s five-functions of project-based management and situational leadership in IT services projects. International Journal of Project Management, 21, 583–591.
• Norma C. Lang (2010): Group Work Practice to Advance Social Competence: A Specialized Methodology for Social Work, Columbia Univ
• Project Management Institute (2021): A guide to the project management body of knowledge (PMBOK guide) Seventh edition; Agile practice guide. Newtown Square, PA.
• Ronald Haccou, Ben Van Hamond 2006): Gaining & Proving Yourself in Social Competence: The Atlas Way, Garant Uitgevers, N V

• know research methods and tools of the PM domain
• know and understand the culture of different partner countries
• have IT literacy in tools like MS Excel, Word and Powerpoint
• know German vocabulary and grammar at least on A1 level
• know English vocabulary and grammar at least on C1 level

• apply research methods and tools of the PM domain
• work in international and intercultural settings
• use tools like MS Excel, Word and Powerpoint proficiently
• speak, understand, read and write German at least on A1 level
• speak, understand, read and write English at least on C1 level

• Students can cooperate in a cross-border project with international students
• Students can adapt and to cope with different European cultures
• Students learn to communicate with people from different countries

• Students can plan and conduct scientific research in project management
• Students are aware of their own cultural background and can interact with other cultural background adequately

1. Intercultural Training (ICT): The intercultural training is intended to help the students to interact and work successfully with their teachers and peers at the university. It is conducted also as a team building event for the new class in the first semester. It should motivate students for exchange with the partner universities.
2. Research Methods and Tools – part A (RMT-A): Introduction to scientific methods and tools in the PM domain. Furthermore, analysis of relevant scientific trends and communities. Students can prepare for scientific work via the sequence of RMT-A and RMT-B plus a Research Seminar.
3. Cross-Border Project A: During the November Master block week or a workshop at a partner university, projects with teams of students from several partners are formed. They conduct projects, e.g. on industry cases.
4. ICDL-Excel: students who lack relevant IT skills can take part in the preparation courses for the International Computer Driver License (ICDL) at FH Dortmund and do the respective exams. The Excel course puts the focus on using Excel for business cases.
5. ICDL-Powerpoint (including presentation training): students who lack relevant IT skills can take part in the preparation courses for the International Computer Driver License (ICDL) at FH Dortmund and do the respective exams. The Powerpoint course contains a presentation training, too.
6. International Project Communication 1 e (German A1): A language certificate of German at least on level A1 has to be provided at the end of the semester. Respective courses are organized and embedded into the weekly schedule.
7. International Project Communication 1 g (other language): For students with native German background (e.g. German/Austrian/Swiss citizens or students with a prior degree taught in German (e.g. “Bildungsinländer”), a language certificate in an additional language (e.g. French, Spanish, Chinese, etc.) at least on A1 level is required. In case of an English language certificate, C2 level is needed.

1. Intercultural Training (ICT): lectures and role plays
2. Research Methods and Tools – part A (RMT-A): lecture 
3. Cross-Border Project A: project and presentation
4. ICDL Excel: tool training
5. ICDL Power Point: tool training
6. International Project Communication 1 e (German A1): language training
7. International Project Communication 1 g (other language A1 or English C2): language training

    

Formal: -
Knowledge and Competencies: -

1. Intercultural Training (ICT): oral or written exam (max 45 min)
2. Research Methods and Tools – part A (RMT-A): homework (paper assignment, 6-10 pages) 
3. Cross-Border Project A: presentation (max 30 min) and discussion (max 30 min)
4. ICDL Excel: written test (max 90 min)
5. ICDL Power Point: written test (max 90 min)
6. International Project Communication 1 e (German A1): language test (similar to Goethe Institute, ca. 1.5 h)
7. International Project Communication 1 g (other language A1 or English C2): language test

Successful completion of at least 4 out of 6 courses
The module is not graded, only pass/fail

The examination of the module “Transversal Skills” is graded as “passed” or “failed” (see examination regulations (StgPO).

Specific material for each course

• Saunders, Mark; Lewis, Philip; Thornhill, Adrian (2019): Research Methods for Business Students, 8th edition, Pearson
• Pasian, Beverly; Turner, Rodney (Eds.) (2016): Design Methods and Practices for Research of Project Management, 1^st edition, Routledge
• Bryman, Alan; Bell, Emma (2011): Business research methods, 3rd Edition, Oxford University Press
• Creswell, John W. (2022): Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 6^th edition, Sage Publications
• Easterby-Smith, Mark; Thorpe, Richard; Jackson, Paul R.(2012): Management research, 4^th Edition, Sage Publications
• Mayring, Philipp (2021): Qualitative content analysis, 1^st Edition, Sage Publications
• Jordan, Conor (2021): ICDL Excel: A step-by-step guide to spreadsheets using Microsoft Excel, independently published, ISBN-13: ‎ 979-8590402915 
• Jordan, Conor (2021): ICDL PowerPoint: A step-by-step guide to presentations using Microsoft PowerPoint, independently published, ISBN-13: ‎ 979-8590410163

• know about digital transformation, digitalization and digitization
• understand the characteristics of digital transformation and digital transformation projects
• know relevant digital technology trends and their influence on the digital transformation
• understand digital business models
• know relevant IT tools for project management and project collaboration
• know the basics of Scrum

• analyze digital transformation processes
• plan digital transformation projects
• cooperate in virtual collaboration environments
• use IT tools for project management
• can manage their team’s online work with Scrum

• cooperate in a virtual team via collaboration tools
• present and defend individual and team results in a complex environment
• handle complexities while working in international teams
• engage effectively in discussions concerning the relevance and appropriateness of different management models and frameworks, both in general academic terms and in project situations and environments

• develop an educated judgement on the relevance, influence, chances and risks of the digital transformation in business  and society contexts
• assess the influence of digital technology trends on the digital transformation of products, services, business models and organizations
• take decisions on the setup of IT environment for project management based on their judgement and on team consensus.
• work in a virtual team under pressure of time and make decisions in the team

1. Introduction to Digital Transformation: Digital Transformation as a phenomenon and trend is explained and compared with other trends, especially Digitalization/IT Automation
2. Digital Technology Trends – Development of a Wiki on Digital Technologies: Student teams research on relevant digital trends (e.g. AI, Industry 4.0, eCommerce, digital education) and document their research in a wiki. The results are presented and discussed in the plenary.
3. Digital Transformation Projects (DTP) – Planning Study of a DTP based on a case: Students are introduced to the planning and development of a DTP. Based on a case, they develop the planning for a DTP and present and discuss it in the plenary. The planning task is conducted as a team project over 2 months in agile sprints using Scrum.
4. Characteristics and Challenges of Digital Change: A specific focus is put on the change management aspects of the digital transformation.
5. IT Tools for Project Management: The students participate in a Scrum training and in 4 IT-Tools Trainings (e.g. Atlassian Jira, Atlassian Confluence, MS Teams, MS Planner, MS Project). Each training unit covers 2-3 hours.

• Lectures introducing concepts, methods and tools
• Group work in developing a wiki on a selected digital technology trend, presentation in a recorded video or a quiz
• 5 training units on Scrum and 4 IT tools for project management
• Team project (project simulation using Scrum) for the development of a concept and plan for a digital transformation project (DTP) based on a selected case study
• Presentations to communicate results

Formal: -
Knowledge and Competencies: -

• 20% on the digital technology wiki and group presentation
• 30% on the 5 training units (individual online tests)
• 30% on the group presentation of the digital transformation project
• 20% oral examination at the end of the course (max 30 min)

   

Successful completion of examinations (individual) and presentations (group)

5,4 % (6/84) x 75

• Herbert, Lindsay (2017): Digital Transformation: Build Your Organization's Future for the Innovation Age, Bloomsbury Business, 1st edition, 2017
• Zimmermann, Alfred; Schmidt, Rainer; Jain, Lakhmi (2021): Architecting the Digital Transformation - Digital Business, Technology, Decision Support, Management, Intelligent Systems Reference Library 188, Springer
• Perkin, Neil (2019): Agile Transformation: Structures, Processes and Mindsets for the Digital Age, 1st edition, Kogan Page
• Raskino, Mark; Waller, Graham (2016): Digital to the Core: Remastering Leadership for Your Industry, Your Enterprise, and Yourself, 1st edition, Routledge
• ­Schallmo, Daniel R.A.; ­Williams, Christopher A. (2018): Digital Transformation Now! Guiding the Successful Digitalization of Your Business Model, SpringerBriefs in Business, Springer
• Vial, Gregory (2019): Understanding digital transformation: A review and a research agenda, The Journal of Strategic Information Systems, Volume 28, Issue 2, Elsevier
• Verhoef, Peter C.; Broekhuizen, Thijs; Bart, Yakov; Bhattacharya, Abhi; Qi Dong, John; Fabian, Nicolai;  Haenlein, Michael (2021): Digital transformation: A multidisciplinary reflection and research agenda, Journal of Business Research, Volume 122, Elsevier
• Barthel, Philipp; Hess, Thomas (2020): Towards a characterization of digitalization projects in the context of organizational transformation. Pacific Asia Journal of the Association for Information Systems, 12(3)
• Ries, Eric (2011): The Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses, 1st edition, Currency,
• Ustundag, Alp; Cevikcan, Emre (2018): Industry 4.0: Managing The Digital Transformation, 1st edition, Springer Series in Advanced Manufacturing

• explain the components of situations of interaction,
• explain the relationship between role behaviour and situational context,
• explain the understanding of role behaviours as the re-construction of mental processes through observing behaviour,
• explain the role of culture in the attribution of meaning to situational contexts and role behaviours,
• know German at least on A2 level.

• can explain core aspects of changes - types of changes, needs and reasons for change, aims of change,
• can describe the role of change drivers, change opponents and change agents,
• know the main characteristics of organizational change and individual change,
• can describe the role of stakeholders in change management and their responsibilities, interests and impacts,
• know how to manage a change process, how to deal with change requests,
• can explain the impact analysis and sensitivity analysis,
• can describe different change models (e.g., Levin, Kotter).

• are able to analyze analyse descriptions of proto-typical situational contexts,
• can analyse differences in the way cultures attribute meanings to situational contexts and role behaviours,
• are able to optimise situational contexts for international cooperation,
• can analyse their own and others’ perspectives of situational contexts and role behaviours,
• are able to analyse concrete situational contexts in which they interact with others,
• apply their insights when managing project-related cooperation in international situational contexts,
• can speak, understand, read and write German at least on A2 level.

• are able to analyse the main reasons and perspectives of changes in selected cases,
• can analyse the impact of changes by influence analysis and sensitivity analysis in selected cases,
• are able to prepare change endeavours by using different models in selected cases,
• can develop change management concepts for selected cases.

• can negotiate differences in the assessment of role behaviours,
• can successfully participate in teams in a results-oriented fashion, and lead and coordinate such teams,
• can present and defend team results in a complex and demanding environment,
• communicate with people from different countries.

• reflect, discuss, and manage challenges of an organisation,
• communicate Change Management approaches and frameworks in an organization.

• are able to deeper understand their own and others’ role behaviours,
• have developed perspectives of situational contexts by escaping from the “ladder of inference”,
• have identified the challenges of international cooperation and can develop strategies to meet them,
• have interpreted information about different cultures and can assess how cultures are likely to affect situational contexts in international projects,
• have distinguished between personality characteristics and cultural characteristics and avoid stereotyping,
• were aware of the emotional responses likely to emerge in situations of international cooperation and know how to deal with them.

• have managed and transformed work or study contexts that are complex, unpredictable and require new strategic approaches,
• have analysed the interplay between economic regulation and institutional framework and the strategic outline of a company and can derive an own mind on it,
• have elaborated on independent projects and ideas and can do what is necessary to carry out a sustainable management initiative.

• Matsumoto’s template of situations
• Senge and Argyris’ Ladder of Inference
• Human universals
• Culture and personality
• Understanding and assessing role behaviour
• Understanding situational contexts
• The meaning of settings
• The roles of participants
• The meaning of social roles
• Expectations and emotions
• The nature and role of normative behaviours
• Different languages

• Lectures introducing concepts and methods
• Class discussions
• Group work to practice concepts and methods, to develop skills and to work on case studies
• Homework to add individual contributions
• Presentations to communicate results

Formal: -
Knowledge and Competencies: -

• 50 % contributions within the module (presentations, case study, tests)
• Language Certificate

• 25 % contributions throughout the term (presentations; case study; tests; homework) and 25 % written (max. 60 min.) or oral exam (max. 30 min.) at the end of the term

Successful completion of examination, presentation (individual / group)

5,4 % (6/84) x 75

• Matsumoto, David (2007): Culture, Context, and Behavior, Journal of Personality, 75(6), 1285-1319.
• Burgoon, Judee K.; Ebesu Hubbard, Amy S. (2005): Cross-cultural and intercultural applications of expectancy violations theory and interaction adaptation theory. In Gudykunst, William B.: Theorizing about intercultural communication. Sage: 149–171.
• Nishida, Hiroko: Cultural schema theory. In: Gudykunst, William B. (Ed.) (2005): Theorizing about intercultural communication. SAGE: 2005, 401–418.
• Bhagat, Rabi S.; Steers, Richard M. (eds.) (2009): Cambridge Handbook of Culture, Organizations, and Work. Cambridge University Press
• Boutyline, A., & Soter, L. (2021). Cultural schemas: what they are, how to find them, and what to do once you’ve caught one. American Sociological Review, 86(4), 728–758. https://doi.org/10.1177/00031224211024525
• Hofstede, Geert; Hofstede, Gert Jan; Minkov, Michael (2010): Cultures and Organizations: Software for the Mind, Third Edition. Mc-Graw-Hill
• Nakata, Cheryl (ed.): Beyond Hofstede (2009): Culture Frameworks for Global Marketing and Management. Palgrave
• Tomalin, Barry; Nicks, Mike (2010): The World's Business Cultures and How to Unlock Them, Second Edition. Thorogood

• AXELOS (2017): Managing Successful Projects with PRINCE2. London: The Stationery Office Ltd.
• Cameron, E., & Green, M. (2022). Making sense of change management: A Complete Guide to the Models, Tools and Techniques of Organizational Change. Kogan Page.
• Cummings, T. G., & Worley, C. G. (2018). Organization Development & Change (11th ed.). Cengage Learning. South-Western Pub.
• Dallas, M., & Clackworthy, S. (2010). Management of value. The Stationery Office.
• International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)
• Kotter, J. P. (2012). Leading change. Harvard Business Press.
• Kotter, J. P. et. al. (2005): Harvard Business Review on Change, Harvard Business School Press
• Project Management Institute (2021): A guide to the Project Management Body of Knowledge (PMBOK Guide) (7th ed.); Agile practice guide. Newtown Square, PA
• Senge, P. M. (2006). The fifth discipline: The Art & Practice of The Learning Organization. National Geographic Books.
• Trompenaars, F., Trompenaars, A., & Prud’Homme, P. (2004). Managing change across corporate cultures. Capstone.

• know key functions of Human Resource Management and their impact on the project’s success (like recruitment/resourcing, selection, performance management, training and development),
• understand the importance and crucial role of leadership in Project Management and how to cope with it successfully,
• know the demands on leaders in Project Management, respective leadership models and vital theories of motivation,
• understand the importance and crucial role of team building and development in Project Management and how to design it successfully,
• know key teambuilding models and team developing concepts.

• can manage varying HR-specific challenges in projects by using adequate tools and methods in different HR functions (e. g. identifying required HR competencies, conducting a job analysis/job description, resourcing appropriate project employees, selecting the right people, conducting performance management, developing project members),
• apply different leadership styles and leadership roles suitable for the situation and the respective team members,
• apply different communication styles and tools depending on the target group and the content,
• apply different team building and team developing approaches and adapt them to specific situations,
• can lead and manage diverse teams successfully based on current methods and tools.

• can handle work or study contexts that are complex, unpredictable and require new strategic approaches,
• apply how to cope with complexities while working in diverse international teams,
• discuss and try different approaches (e. g. leadership styles) and provide feedback to one another,
• improve cooperation in and among groups while applying appropriate theoretical basics, methods, and tools,
• persuasively present individual and team results that refer to complex and demanding assessments/conditions.

• are able to try, apply and further develop key functions of Human Resource Management with regard to Project Management
• link their personal work experiences and business knowledge, as part of their professional development, with the specifics of leadership and teams in Project Management and discuss how to handle potential challenges successfully,
• reflect themselves in their future project management role to develop individually consistent leadership approaches, -roles and -styles in Project Management,
• try, apply and further develop team management concepts and leadership skills to enable them to become leaders capable of managing major projects and programs in international, complex strategic contexts.

• Introduction: Specifics of Human Resource Management in projects
• Key functions of Human Resource Management in projects: Resourcing, selection, performance management, training and development,
• Leadership styles, leadership communication
• Specific demands on leaders in Project Management (including different settings, e. g. Hybrid Project Management and remote leadership),
• Selected theories of motivation and their application in a Project Management context,
• Team building models and team development concepts and their implementation in Project Management.

• Lectures introducing theoretical frameworks, concepts, methods, and tools,
• Group work to practice and reflect on concepts and methods, to apply and develop skills and to work on case studies,
• Homework to add individual contributions.
• Presentations for communication, discussion, and reflection of results

Formal: -
Knowledge and Competencies: -

• Examination (60 minutes) (75%) and
• Continuous assessment (coursework assignment – 5 pages, presentation – 30 min.) (25%)

Successful completion of examination, and successful continuous assessment (individual / group)

5,4 % (6/84) x 75

• Dessler, Gary (2020): Human Resource Management, 16th Edition, Upper Saddle River/New Jersey
• International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)
• Lee, Margaret R. (2021): Leading Virtual Project Teams. Adapting Leadership Theories and Communications Techniques to 21^st Century Organizations, 2^nd edition, New York
• Project Management Institute (2021): A guide to the project management body of knowledge (PMBOK guide) 7^th edition; Agile practice guide. Newtown Square, PA: Project Management Institute

• to explain the core concepts of projects, programs, and portfolios
• to describe the characteristics of Multi Project Management
• to describe the characteristics of Project Portfolio Management
• to describe the characteristics and roles of PMO (Project Management Office)
• to explain the core concepts of scaled agility

• analyse programs and portfolios,
• develop elementary programs and portfolios,
• apply selected methods and tools for program and portfolio management - regarding project evaluation and prioritization
• develop concepts for different organization of a projects (agile, traditional, hybrid)
• solve the problems a.m. different type of project organisations
• design a PMO (Project Management Office).

• lead and coordinate large, interdisciplinary and international project teams in different types of organisation,
• present and prudently defend team results in a complex and demanding environment,
• improve cooperation among human resource in projects and organizations based upon appropriate policies and strategies,
• handle complexities while working in temporary organisation,
• develop team competencies among the members,

• manage and transform work or study contexts that are complex, unpredictable and require new approaches,
• reflect operational challenges of a project, programs, portfolios in a temporary and permanent organisation,

• Main characteristics of Multi-project Management
• Differentiation from Portfolio Management and pograms
• Different functions and areas of MPM, e.g. Resource Management
• Characteristics and concept of Project Portfolio Management
• Organisation and standardization of MPM (e.g. IPMA (OCB, PEB, ICB, PCB ); PMI (PMBOK, OPM), Anxelos (MoP, P3M3,P3O),
• Agile multi-project management approaches (e.g. LeSS and SAFe)
• Maturity Models
• The PMO concept

• Lectures introducing concepts, methods and tools
• Group work to practice concepts and methods, to develop skills and to work on case studies
• Home work to add individual contributions
• Presentations to communicate results

Formal: -
Knowledge and Competencies: Project Management Fundamentals (Modul A)

• 50% contributions within the course (homework, group work, presentations, case studies, tests)
• 50% written (max. 60 min.) or oral (max. 30 min.) examination at the end of the course

   

Successful completion of assessement

5,4 % (6/84) x 75

• AXELOS, (2017): Managing Successful Projects with PRINCE2. London: The Stationery Office Ltd.
• Bea, F.X.; Scheurer, S.; Hesselman, S. (2020): Projektmanagement (3rd ed.), Konstanz und München
• Brown, J. T. (2014). The Handbook of Program Management: How to Facilitate Project Success with Optimal Program Management, (2nd ed.). McGraw-Hill Education.
• Dechange, A., & Friedrich, B. (2013): Multiprojektmanagement in der Energiewirtschaft In: C. Lau, A. Dechange, T. Flegel (Hrsg.): Projektmanagement im Energiebereich, Springer Verlag, Wiesbaden, S. 101 – 124
• Dechange, A.; Lau, C. (2008): Effiziente und erfolgreiche Implementierung von Projekt Management Offices In: Steinle, Eßeling und Eichenberg (Hrsg.) (2010): Handbuch Multiprojektmanagement und –controlling – Projekte erfolgreich strukturieren und steuern. (2nd ed.). Erich Schmidt Verlag, S. 69 – 86
• Dechange, A. (2020): Projektmanagement – Schnell erfasst, Springer Gabler
• Kendall, G. I., & Rollins, S. C. (2003). Advanced project portfolio management and the PMO: Multiplying ROI at Warp Speed. J. Ross Publishing.
• Levin, G., & Green, A. R. (2013). Implementing program management: Templates and Forms Aligned with the Standard for Program Management, (3rd ed.). Auerbach Publications.
• Hill, G. M. (2013): The Complete Project Management Office, (3rd ed.). Auerbach Publications
• International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)
• Milosevic, D. Z., Patanakul, P., & Srivannaboon, S. (2010). Case studies in project, program, and organizational project management. John Wiley & Sons.
• Project Management Institute (2017): The Standard for Portfolio Management (4th ed.), Newtown Square, PA
• Project Management Institute (2021): A guide to the project management body of knowledge (PMBOK guide) (7th ed.); Agile practice guide. Newtown Square, PA

• understand core issues of agile projects
• know software development and deployment concept and processes, e.g. DevOps, CI/CD
• can explain methods for user participation in the software development process
• understand cooperation in virtual teams with collaboration tools
• can explain and compare methods for managing agile projects, esp. Scrum, Kanban
• explain and compare workflows and design flows for agile projects

• conduct a software development project in an agile team, using scrum in a virtual collaboration setting
• apply tools for management of software development projects
• develop tailored processes for managing software development projects
• define the team roles, especially Scrum Master and Product Owner
• setup IT environments for collaboration in virtual teams

• are able to to cooperate in a virtual team via online collaboration tools
• develop an agile mindset
• can handle complexities while working in groups
• are able to present and defend team results in a complex virtual environment 
• develop team competencies among the members

• perform successfully in an agile virtual team and accomplish tasks
• reflect on team situations, resulting issues and ways to solve such issues
• cooperate with team of software developers (from other Master’s programme) and manage interdisciplinary work successfully
• manage teams and projects in intercultural and international settings
• compile findings and literatures reviews into scientific papers on virtual team collaboration in agile cross-border projects

• Lectures introducing concepts, methods and tools
• Project simulation (agile, virtual SW development projects with Scrum)on the case study of a mobile app development, in mixed teams with SW developers from another international Master’s programme. Several sprints are conducted over 2 months time. Review meetings with teachers and 2 reviews in the plenary.
• Group work on writing a scientific paper, peer review by students and teachers
• Presentations to communicate results

Formal: -
Knowledge and Competencies: project management, especially agile methods (Scrum)

• 50% project presentation (team presentation) and oral (individual) discussion
• 20% written examination or online test (individual) at the end of the course (max 90 min)
• 20% assessment (peer review) of the scientific paper (group work, 6-10 pages)

   

Successful completion of examination (individual), presentation (group) and paper (group)

Digital Transformation (MSc) – for the module “R&D Project Management”

5,4 % (6/84) x 75

• Breyter, Mariya (2022): Agile Product and Project Management: A Step-by-Step Guide to Building the Right Products Right, 1st ed. Edition, Apress
• Rose, Robert F. (2022): Software Development Activity Cycles: Collaborative Development, Continuous Testing and User Acceptance, 1st ed. Edition, Apress
• Schwaber, Ken; Sutherland, Jeff (2020): The Scrum Guide - The Definitive Guide to Scrum: The Rules of the Game, online https://www.scrum.org/resources/scrum-guide
• Martin, Robert C. (2014):  Agile Software Development, Principles, Patterns, and Practices, First Edition, Pearson New International Edition, Pearson
• Atlassian: The Agile Coach: https://www.atlassian.com/agile, last visited March 31, 2024
• Agile Alliance: https://www.agilealliance.org/, last visited March 31, 2024  
• Scrum.org: https://www.scrum.org/, last visited March 31, 2024  
• Scrum Alliance: https://www.scrumalliance.org/, last visited March 31, 2024  
• Scaled Agile Framework, SAFe 6.0: https://scaledagileframework.com/, last visited March 31, 2024  
• Project Management Institute (PMI) (2017): Agile Practice Guide, online www.pmi.org
• International Project Management Association (IPMA) (2018): IPMA Reference Guide ICB4 in an Agile World, online www.ipma.world
• Lous, Pernille; Kuhrmann, Marco; Tell, Paolo (2017): Is Scrum Fit for Global Software Engineering? 2017 IEEE 12th International Conference on Global Software Engineering (ICGSE), IEEE Xplore
• Hummel, Markus; Rosenkranz, Christian; Holten, Roland (2013): The Role of Communication in Agile Systems Development - An Analysis of the State of the Art, Business & Information Systems Engineering 5
• Šmite, Darja; Moe, Nils Brede;  Gonzalez-Huerta, Javier (2021): Overcoming cultural barriers to being agile in distributed teams. Information and Software Technology, 138
• Saunders, Mark; Lewis, Philip; Thornhill, Adrian (2019): Research Methods for Business Students, 8^th edition, Pearson

• can explain process models for developing digital business ecosystems.
• can explain techniques for designing digital business ecosystems.
• can explain the application of prototypes for the design of digital business ecosystems.
• can explain design patterns for digital business models and digital systems .
• can contrast design patterns for digital business models and digital systems in terms of their advantages and disadvantages for the design of a digital business ecosystems.

• can plan the development of a digital business ecosystem.
• can create a design of digital business ecosystem.
• can create initial prototypes of digital business ecosystems.
• can critically comment on and discuss a given design for a digital business ecosystem regarding its quality.
• can explain the structures and the organization of of a given digital business ecosystem in terms of system structure and business model.
• can critically comment on ethical and social issues of given digital business ecosystems.

• develop and discuss concepts in teams.
• develop an attitude towards digitization in from a system theory perspective.
• achieve effectiveness and efficiency in analyzing and assessing the effects of digitization in different systems.
• handle complexities while working in groups.
• present and prudently defend team results in a complex and demanding environment.
• develop team competencies among the members.

• are able to work in teams and set up DBE environments for their respective case study project.
• can manage and transform work or study contexts that are complex and require new strategic approaches.
• can reflect operational challenges of a project in the background of digitization.
• are able to work out independent projects and ideas.

• Lectures introducing concepts, methods and tools
• Group work in the case study project to practice concepts and methods, to develop skills and to work on case studies
• Presentations to communicate results and do a scientific discussion and reflection

• 50 % seminar paper (ca. 6-10 pages)
• 50 % contributions within case study project (team presentation, max 45 min)

Successful completion of examination, presentation (individual / group)

Master Digital Transformation

5,4 % (6/84) x 75

• Celaya, Javier; Vázquez, José Antonio; Rojas, María Jesús; Yuste, Elisa;  (2016): How the new business models in the digital age have evolved, Dosdoce
• Reillier, Laure Claire; Reillier, Benoit (2017): Platform Strategy: How to Unlock the Power of Communities and Networks to Grow Your Business, Routledge
• Humphreys, K. Grayson (2008): The Intersecting Roles of Consumer and Producer: A Critical Perspective on Co-Production, Co-Creation and Prosumption, Sociology Compass 2
• El Sawy, Omar A.; F. Pereira, Francis (2013): Business Modelling in the Dynamic Digital Space: An Ecosystem Approach, Springer
• Tiwana, Amrit (2013): Platform Ecosystems: Aligning Architecture, Governance, and Strategy, Morgan Kaufmann
• Kelly, Kevin (2016): The inevitable – Understanding the 12 technological forces that will shape out future. Viking, 2016.
• Osterwalder, Alexander; Pigneur, Yves (2010): Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers, Wiley
• Osterwalder, Alexander et al. (2014): Value Proposition Design: How to Create Products and Services Customers Want. Wiley
• Liedtka, Jeanne, Ogilivue, Tim (2011): Designing for Growth: A Design Thinking Tool Kit for Managers. Columbia Business School Publishing

• can distinguish between different types of projects,
• remember for what reasons a project can be international,
• know that the initialisation of international projects deserves special attention, and for what reasons this is so,
• can distinguish between the different approaches to project management (traditional, agile, hybrid), and are able to select a suitable approach in a specific context of a global business project,
• are aware of success factors and legal considerations concerning international projects.

• can apply tools & methods of project scope management (work breakdown structure); project stakeholder management; project risk management,
• can structure the goals and work for a global business project and produce a coherent project charter,
• can apply tools & methods that can help the members of an international project team to understand their different cultural backgrounds and agree on how to approach the project jointly (as regards meetings; dealing with risks and changes; decision-making; …),
• are able to analyse encounters that happen during project work from the viewpoint of cultural dimensions.

• are  sensitised for cultural aspects and pitfalls concerning the collaboration within and management of international/cross-cultural project teams,
• can communicate adequately in cross-cultural situations.

Formal: -
Knowledge and competencies: -

• 50 % contributions throughout the term (presentations, case studies)
• 50 % written exam (60 min) or term paper (appr. 10…15 pages) at the end of the term

   

Successful completion of examination, presentation (individual / group)

5,4 % (6/84) x 75

• Bea, F. X., Scheurer, S. & Hesselmann, S. (2020): Projektmanagement (3., vollständig überarbeitete und erweiterte Auflage, revidierte Ausgabe). Unternehmensführung: Bd. 8706. Stuttgart: UVK Verlag; UTB.
• Kerzner, H. (2022): Project management: A systems approach to planning, scheduling, and controlling (Thirteenth edition). Hoboken: John Wiley.
• Körner, M. (2008): Geschäftsprojekte zum Erfolg führen: Das neue Projektmanagement für Innovation und Veränderung im Unternehmen. Berlin, Heidelberg: Springer.
• Maylor, H. (2022): Project Management (5th Edition). London: Pearson.
• Patzak, G. & Rattay, G. (2018): Projektmanagement: Projekte, Projektportfolios, Programme und projektorientierte Unternehmen (7., aktualisierte Auflage). Wien, München: Linde international.

• Binder, J. (2016). Global project management: Communication, collaboration and management across borders (1st ed.). Milton Park: Routledge.
• Grisham, T. W. (2010). International project management: Leadership in complex environments. Hoboken: John Wiley.
• Szkudlarek, B., Romani, L., Caprar, D. V. & Osland, J. (eds.). (2021). The SAGE Handbook of contemporary cross-cultural management. Thousand Oaks, CA: Sage.

• Anantatmula, V., & Thomas, M. (2010). Managing global projects: A structured approach for better performance. Project Management Journal, 41(2), 60-72.
• Henrie, M., & Sousa-Poza, A. (2005). Project management: A cultural literary review. Project Management Journal, 36(2), 5-14.
• Köhler, T., Cramton, C. D., & Hinds, P. J. (2012). The meeting genre across cultures: Insights from three German–American collaborations. Small Group Research, 43(2), 159-185.
• Müller, R., Spang, K., & Özcan, S. (2009). Cultural differences in decision making in project teams. International Journal of Managing Projects in Business, 2(1), 70-93.

• explain the different project management approaches (traditional, agile, hybride) and the link to different project types
• explain the different elements of a Project Management standards
• the latest state of knowledge regarding characteristics of a Project Oriented Organizations and PMOs,
• understand differentiate between different types of PMO
• explain the processes and activities to implement and establish Project Management in an organisation,
• explain and interpret success factors for implementation of Project Management in an organisation.

• implement specialised analysing skills required in research and/or innovation in order to develop Project Management standards in an organisation,
• detect and identify risk by implementing Project Management in an organisation,
• apply tools for environmental analysis in different organisational settings,
• develop a project management set up and a project plan by using methods like work breakdown structure (WBS), Gantt chart, stakeholder and risk register, backlogs, user stories, and / or retrospective for implementing a Project Management Standard in an organisation,
• control a project for Project Management implementation.

• lead and coordinate teams in a results-oriented fashion,
• present and prudently defend results in a complex and demanding environment,
• improve cooperation among human resource in projects and organizations based upon appropriate policies and strategies,
• handle complexities while working in project teams.

• manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches,
• reflect challenges of an organisation in the background of social values,
• work out implementation projects and ideas and can do what is necessary to carry out a sustainable management initiative.

• Different Project Views
• Different Project Management approaches
• Definition of a Project Management model
• Differences and characteristics of Single and Multi-Project Management (SPM and MPM)
• Success Factors of Multi Project Management (Organisation, People, Methodology, IT)
• Characteristics of Project-Orientated Organisations (POO)
• Processes of Single-Project Management
• Company standards of Project Management
• Maturity Level of Project Management
• Goal, characteristics, types and tasks of a Project Management Office (PMO)
• Phases of implementation of Project Management
• Different roles in EPM and MPM
• Fundamentals of business consulting
• Relevant elements of Change Management

• Lectures introducing concepts, methods and tools
• Group work to practice concepts and methods, to develop skills and to work on case studies
• Home work to add individual contributions
• Presentations to communicate results

Formal: -
Knowledge and Competencies: mandatory modules of the 1^st and 2^nd semester

100% contributions within the course, thereof

• 25 % case study
• 25 % tests (max. 30 min. duration)
• 50 % term paper (6 – 10 pages)

Successful completion of presentation, case studies, assignments, tests

5,4 % (6/84) x 75

• AXELOS (2017): Managing Successful Projects with PRINCE2. London: The Stationery Office Ltd.
• Bea, F.X.; Scheurer, S.; Hesselman, S. (2020): Projektmanagement (3rd ed.), UTB
• Dechange, André (2020): Projektmanagement – Schnell erfasst, SpringerGabler
• Dechange, A.; Friedrich, B. (2013): Multiprojektmanagement in der Energiewirtschaft in: Lau, C; Dechange, A; Flegel, T. (Hrsg.): Projektmanagement im Energiebereich, Springer Verlag, S. 101 – 124
• Dechange, A.; Lau, C. (2008): Effiziente und erfolgreiche Implementierung von Projekt Management Offices in: Steinle, Eßeling und Eichenberg (Hrsg.) (2010): Handbuch Multiprojektmanagement und –controlling – Projekte erfolgreich strukturieren und steuern. 2. Auflage. Erich Schmidt Verlag, S. 69 – 86
• Gareis, R. (2001): Programmmanagement und Projektportfolio-Management. Zentrale Kompetenzen Projektorientierter Unternehmen", in: Projektmanagement 1/2001, S. 4-11.
• Gareis, Roland; Stummer, Michael (2008): Process and Projects, Manz Verlag
• Hedeman, Bert, e.a. (2010): Project Management Based on PRINCE2®, Van Haren Publishing
• International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)
• International Project Management Association IPMA (2021): Organisational Competence Baseline (OCB)
• IPMA (2016), ICB 4.0 International Project Management Association IPMA (2018): Project Excellence Baseline for Achieving Excellence in Projects and Programmes
• ISO (2021): ISO 21500 - Guidance on project management. Genf: ISO.
• Kerzner, Harold: Project Management (2022): A Systems Approach to Planning, Scheduling and Controlling (13th ed.), John Wiley
• Larson, Erik; Gray, Clifford (2021): Project Management - the Managerial Process, 8th edition, McGraw Hill
• Project Management Institute (PMI) (2021): A guide to the project management body of knowledge (PMBOK guide) (7th ed.). Agile practice guide. Newtown Square, PA
• Timinger, H. (2024): Modernes Projektmanagement: Mit traditionellem, agilem und hybridem Vorgehen zum Erfolg. Weinheim: Wiley
• Timinger, H. (2021): Modernes Projektmanagement: Mit System zum richtigen Projektmanagement. Weinheim: Wiley

• explain the basic characteristics of data and data collection
• explain advanced functionality of Excel
• explain database and data warehouse concepts
• explain the core concepts of data analytics and business intelligence

• develop data collection experiments with online tools
• apply MS Excel for data analytics
• set up and use simple SQL databases
• set up and use tools for statistical data analysis
• use IBM Watson for AI experiments

• train to reflect on the impact of their work and their projects
• train to do surveys with people from different cultural backgrounds
• are able to lead discussions and bring conflicting ideas and goals to a consensus
• develop a critical attitude to data based decision making

• develop a critical attitude to issues like privacy and data protection
• apply their judgement on controversial topics and learn to lead a team to a consensus

• Lectures introducing concepts, methods and tools
• Group work in the case study project to practice concepts and methods, to develop skills and to work on case studies
• Presentations to communicate results and do a scientific discussion and reflection

Formal: -
Knowledge and Competencies: -

Successful completion of examination, presentation (individual / group)

Digital Transformation (MSc)

5,4 % (6/84) x 75

• Bruce, P. & Bruce; A. (2017): Practical Statistics for Data Scientists: 50 Essential Concepts, , O'Reilly Media
• Provost, F.; Fawcett T. (2013): Data Science for Business: What You Need to Know about Data Mining and Data-Analytic Thinking, O'Reilly Media
• Rafael A. Irizarry, Chapman and Hall (2019): Introduction to Data Science: Data Analysis and Prediction Algorithms with R, /CRC
• Sherman, R.; Kaufmann, M. (2014): Business Intelligence Guidebook: From Data Integration to Analytics
• Winston, Wayne L. (2019): Microsoft Excel 2019 Data Analysis and Business Modeling, Microsoft Press, 6^th edition

Knowledge and Understanding:
The students

• can explain the importance of management systems and audit management for a company
• know laws and regulation concerning these topics in Germany, Europe and beyond
• know the international management norms for management systems and audit and can explain the reasoning for and the structure of these norms
• can explain company responsibilities for management systems and audit and the elements of implementing management processes for these
• know management tools & techniques needed in project work

• analyze given sets of rules and regulations on management systems and audit  
• implement management processes for management systems and audit
• analyze and establish concepts on management systems and audit in teams & projects
• develop and maintain management systems and audit processes and guidelines according to given company & country rules and regulations and international management practice

• train to reflect on the impact of their work and their projects
• are able to lead discussions and bring conflicting ideas and goals to a consensus
• reflect on ecological, economic, societal, legal and political aspects as well as on the ethical aspects and compare these within the international and intercultural environment of the course

• develop a working culture in their projects or in their company as responsible for management systems and audit
• apply their judgement on controversial topics and learn to lead a team to a consensus

• Lectures and e-learning material will introduce students to concepts, methods and tools
• Group work using case studies and role plays will be used to work on the development and implementation of management processes concerning management systems and audit as well as integrating management systems and audit in project work
• Homework to add individual contributions
• Presentations to communicate results

Formal: -
Knowledge and Competencies: -

100 % contributions within the course (group and individual work in role play and case studies, individual paper on research topic)

Successful completion of examination, scientific paper and presentation

Digital Transformation (MSc)

5,4 % (6/84) x 75

• Heras-Saizarbitoria, I. (2018): ISO 9001, ISO 14001, and New Management Standards, Springer
• ISO standards for ISO 4500x, ISO 1400x, ISO 5500x
• Laws and Regulation on Health, Safety, Environment and Energy
• Project Management:
• Pardy, W.; Andrews, T. (2019): Integrated Management Systems: Leading Strategies and Solutions, Bernan Press, 2nd edition
• Rossiter, A.P.; Jones, B.P. (eds) (2015): Energy Management and Efficiency for the Process Industry, Wiley, Hoboken
• Smith, C.B.; Parmenter, K.E.  (2016): Energy Management Principles, 2nd ed., Elsivier, Amsterdam

• can explain the basics of the digital transformation in organizations
• can explain and compare digital business models
• know methods and tools for change management
• know the characteristics and specifics of digital change
• can explain the various aspects involved in setting up and running a company
• know maturity models and leadership concepts

• analyze and develop digital transformation projects
• apply change management to organizations
• design people development and trainings concepts for digital change
• develop tailored concepts for sustainable digital transformation

• develop and discuss concepts in teams
• support teams as change agent or technology steward
• communicate, facilitate and motivate digital change
• present the results to companies and discuss in a professional context

• foster and promote digital change
• develop an ethical sense towards digital change and an entrepreneurial mindset
• think strategically in an uncertain environment
• work in teams and set up a digital transformation project for the respective case study

Students will be introduced to the relevant topics and to literature for further reading. Students will be guided through a case study project where they plan a digital transformation project for an example case. This example case will be taken preferably from a real company project. Companies can bring their digital transformation projects as a case study for a block week or summer school workshop. Students form teams to prepare the respective project and present it in a kick-off presentation to the companies. 

• Lectures introducing concepts, methods and tools

• Group work in the case study project to practice concepts and methods, to develop skills and to work on case studies

• Presentations to communicate results and do a scientific discussion and reflection

Formal: -
Knowledge and Competencies: -

• contributions within case study project (team presentation, max 45 min) (50%)
• written paper (literature review, report or survey, approx. 15 pages) and presentation (in class or at a student conference, 20-30 min) (50%)