The students know the function of the information economy and are aware of the dependencies between information and communication technologies and the organization of the information economy in the company. They are familiar with the basic principle of information logistics and are able to describe and apply the life cycle model of the information economy. Students are also proficient in procedures for determining information requirements and are familiar with information transfer institutions and methods of structuring and representing information. Furthermore, they are familiar with the goals and tasks of managing the supply and use of information and can explain the basics of information quality and ethics.

Technical and methodological competence:

• Define the functions of the information economy
• Naming the dependencies between information and communication technologies
• Differentiating between different methods for determining information requirements
• Operating applications for information research
• Using different methods of structuring and representing information
• Designing and implementing information offerings
• Understanding the problems and diversity of information quality
• Transferring the knowledge acquired and developing your own solutions as part of an accompanying semester assignment

Interdisciplinary methodological skills:

• Evaluating the importance of lifecycle models in the context of IT management
• Awareness of the social advantages and disadvantages of today's information overload

Self-competence:

• Demonstration of goal and time management skills as well as presentation skills as part of the semester-long assignment and exercises in the course

Social skills:

• Evaluate the importance of communication, conflict and teamwork skills in the phases of the information management life cycle
• Sensitize to the social issues involved in the implementation of information management systems such as document management systems or ECM systems
• Increasing cooperation and teamwork skills as part of a semester-long project

Professional field orientation:

• Knowing the requirements of different job profiles in the information economy environment (esp. information broker, information manager, CIO, etc.)

Literatur:

• Abts, D., Mülder, W.; Grundkurs Wirtschaftsinformatik; 7. Auflage; Vieweg; Wiesbaden; 2010
• Heinrich, L. J.; Informationsmanagement: Planung, Überwachung und Steuerung der Informationsinfrastruktur; 9. Auflage; Oldenbourg Wissenschaftsverlag; München/Wien; 2009
• Pietsch, T., Martiny, L., Klotz, M.; Strategisches Informationsmanagement: Bedeutung, Konzeption und Umsetzung. 4. Auflage; Erich Schmidt Verlag; Berlin; 2004
• Krcmar, H; Informationsmanagement; 5. Auflage; Springer; Berlin; 2009
• Schwarze, J.; Informationsmanagement: Planung, Steuerung, Koordination und Kontrolle der Informationsversorgung im Unternehmen; Verlag Neue Wirtschafts-Briefe; Herne; 1998

The subject of the course is the theory and practice of management methods for e-business, internet business modeling and internet activities of companies. The basis for this is provided by all Internet-related fundamental decisions of a company, such as the modeling of Internet business models or the development and maintenance of websites. In addition, all individual steps along the Internet management process from situation analysis, target definition and strategy to the selection of instruments are dealt with using specific case studies. Students deepen their knowledge of the components of internet management using a specific internet business model.

Technical and methodological skills:

• Adapting marketing and management principles to e-business.
• Differentiating, evaluating and selecting specific decision alternatives along the Internet management process.

Social competence:

• Teamwork in case study and project work
.

Professional field orientation:

• Developing their own business ideas for planning their own self-employment
.
• Working on students' own case studies from their planned professional fields.

Students learn the close connection between the mapping of business and cost accounting issues for corporate management through reference objects in cost accounting and their design in cost management.

Technical and methodological competence:

• Recognizing the focus of cost management on the active and conscious design of a company's cost and service relationships.
Validate the basic conceptual elements of cost accounting and management.
• Analytical penetration and substantial implementation of planning, control and influencing in cost management areas.
• Reflection of cost management in a systemic scientific and applied context.
• Interpreting and analyzing techniques and mathematical results in the context of the professional environment.

Self-competence:

• Develop a delineated problem solution within a given time frame.
• Independently identify selected cost management aspects.
• Develop adequate time management for the fulfillment of own contribution tasks.

Social skills:

• Developing, communicating and creating a problem solution for cost management in a team
.
• Coordinating and dividing up work processes and jointly perceiving work contexts in a team context
.

The course Cost Management consists of a more theoretical (first) part and a more application-oriented (second) part.

Theory-based cost management (2 units)

• Measurement with calculation variables in accounting
• Conceptual foundations and structures of cost accounting and cost management
• Management of cost center costs
• Management of process costs
• Application areas of cost management

Application-based cost management (2 exercises)

• Implementation of cost management in a basic instrument for managing the success of business processes within the company's activities (e.g. outsourcing of business processes or transfer pricing between divisions).

Conveying the basic decision-making fields and methods of corporate innovation management. Demonstration of current innovation dynamics as well as success and failure factors based on empirical innovation studies. Gaining, evaluating, selecting, marketing and monitoring new product concepts as well as applying market-oriented innovation methods using examples from operational innovation practice.

• Define and structure the tasks of innovation management
.
• Understanding the basic concepts and types of innovation.
• Applying methods for generating and evaluating innovation ideas.
Systematically construct new product concepts.
• Develop marketing tools for the market launch phase of innovations.
Collecting, evaluating and interpreting innovation controlling information.Formulating the resource requirements of operational innovation projects.

Self-competence:

 

 

• Independently work on selected innovation projects
.
• Independently design and analyze Excel models in innovation management.

 

Social skills:

 

 

• Coordinate innovation case studies in a team of two in a division of labor
.
• Developing, writing and presenting innovation case studies.

 

Professional field orientation:

 

• Knowledge of the qualification requirements of companies for innovation managers
.
• Special methodological knowledge in the context of MS Excel/add-ins.

• Vorlesungsskript Marktorientiertes Innovationsmanagement (Müller)

Ergänzende Literatur:

• Albers, S., Herrmann, A. (Hrsg.): Handbuch Produktmanagement, 3. Aufl., Gabler, Wiesbaden 2007.
• Bakkera, H., Malony, Ch., Schwarz, W: Kreativitätstechniken, 4. Auflage, München 2012.
• Blumenstein, A.; Ehlers, U.: Ideen managen, 2. Auflage, Gabler, Wiesbaden 2016.
• Böckermann, F.: Customer Knowledge Management in der Konzeptphase der Neuproduktentwicklung, Gabler, Wiesbaden 2012.
• Bruhn, M.: Kundenorientierung, 5. Auflage, Beck, München 2016.
• Burr, W.: Ínnovationen in Organisationen, 2. Auflage, Kohlhmmer, Stuttgart 2017.
• Cooper, R.: Top oder Flop in der Produktentwicklung, Wiley, München 2010.
• Corsten, H., Gössinger, R., Müller-Seitz, G.; Schneider, H.: Grundlagen des Innovationsmanagements, 2. Auflage, Vahlen, München 2016.
• Crawford, M.; Di Benedetto, A.: New Products Management, 10th Edition, McGraw Hill, New York 2011.
• Eckert, R.: Business Innovation Management. Geschäftsmodellinnovationen und multidimensionale Innovationen im digitalen Wettbewerb, Gabler, Wiesbaden 2017.
• Gassmann, O.; Sutter, P.: Praxiswissen Innovationsmanagement, 3. Auflage, München 2013.
• Großklaus, R.: Von der Produktidee zum Markterfolg, 2. Auflage, Springer, Berlin 2014.
• Hauschildt, J. Salomo, S., Schultz, C., Kock, A. (2016): Innovationsmanagement, 6. Auflage, München.
• Goffin, K; Konert, U.: Hidden Needs. Versteckte Kundenbedürfnisse entdecken und in Produkte umsetzen, Stuttgart 2011.
• Herrmann, A., Huber, F.): Produktmanagement, 3. Auflage, Gabler, Wiesbaden 2013.
• Homburg, Ch.: Marketingmanagement, 6. Auflage, Springer, Wiesbaden 2016.
• Journal of Product Innovation Management, Wiley.
  Kuester, S., Homburg, Ch., Hess, S.): The Impact of Externally Directed and Internally Directed Market Launch Management on New Product Success, IMU Research Insights; 001, Mannheim 2012.
• Kühnl, C.: Erfolgsfaktoren im Innovationsmanagement, Gabler, Wiesbaden 2010.
• Mauroner, O.: Innovations- und Kreativitätsmanagement: Von der kreativen Idee zur Innovation, Köln 2017.
• Müller, W., Böckmann, J.: Methoden der Produktgestaltung, Forschungspapier, Band 18, Dortmund 2008.
• Müller, W.: Produktpositionierung, in: WISU, Heft 8/9, 1997, S. 739-748.
• Müller, W.: Geschäftsfeldplanung, in: Handelsblatt (Hrsg.): Wirtschaftslexikon. Das Wissen der Betriebswirtschaftslehre, Band 4, Sp. 2076-2093, Poeschel, Stuttgart 2006.
• Müller, W., Görres, D.: Innovationsstrategien Konzeption und Best Marketing Practices, Forschungspapier, Band 19, Dortmund 2009.
• Müller, W. (Hrsg.): Innovationsmarketing. Methoden und Instrumente zur Vermarktung von Neuprodukten, Peter Lang Verlag, Frankfurt 2015 (in Vorbereitung).
• Müller, T.; Schroff, W.: Warum Produkte floppen. Die 10 Todsünden des Marketings, Haufe, Freiburg 2013.
• Pepels, W. (Hrsg.): Launch Die Produkteinführung, 2. Aulöfage, Düsseldorf.
• Schuh, G. (Hrsg.): Innovationsmanagement, 2. Aufl.; Springer, Berlin 2013.
• Stern, T.; Jaberg, H.: Erfolgreiches Innovationsmanagement, Gabler, Wiesbaden 2008.
• Talke, K.: Einführung von Innovationen, Gabler, Wiesbaden 2005.
• Tidd, J., Bessant, J.: Strategic Innovation Management, Chichester 2014.
• Tidd, J., Bessant, J.: Managing Innovation. Integrating Technological, Market and Organizational Change, 5th Edition, Chichester 2013.
• Trommsdorf, V., Steinhoff, F.: Innovationsmarketing, 2. Auflage, Vahlen, München 2013.
• Trott, P.: Innovation Management and New Product Development, 6th Edition, Harlow 2016.
• Ulrich, K.; Eppinger, S.: Product Design and Development, 5th Edition, McGraw Hill, New York 2012.
• Vahs, D., Brem, A.: Innovationsmanagement, 5. Auflage, Schäffer-Poeschel, Stuttgart 2015.
• Völker, R.; Thome, C.; Schaaf, H.: Innovationsmanagement, Kohlhammer, Stuttgart 2013.
• Weiber, R.; Pohl, A.: Innovation und Marketing, Kohlhammer, Köln 2017.

The course deals with the development and analysis of machine learning methods in applications of computer science, medical informatics and general information systems.

Technical and methodological competence:

After attending the course, students will be able to

• use the most important concepts of machine learning to explain learning systems
.
• design, implement and analyze machine learning systems for specific applications in computer science
• assess the use of machine learning methods for their own application tasks. To this end, students are familiar with typical applications for these methods.
recognize the theoretical limits of machine learning systems, describe them formally and use them to assess the limits of their own applications.question and discuss the ethical foundations of machine learning systems.

Self-competence:

The student can:

• formulate ideas and proposed solutions in writing and orally
• solve tasks independently in the exercises and practicals and present the results
• acquire theoretical content on the topic of machine learning from scientific literature and present it independently

 

Social skills:

The student can:

• Develop solutions cooperatively in the exercise and project phases
• plan, distribute and jointly carry out tasks for solutions in the project phases
• argue in a goal-oriented manner in discussions and deal with criticism objectively
• Present the results of group work together
• Evaluate project results and formulate suggestions for improvement
• Recognize and reduce existing misunderstandings between discussion partners

 

• I. Witten, E. Frank, M. Hall und C. J. Pal, Data Mining: Practical Machine Learning Tools and Techniques, 4. Auflage, Morgan Kaufmann (2017) - elektronische Version im Intranet verfügbar
• C. M. Bishop, Pattern Recognition and Machine Learning, Springer (2006)
• E. Alpaydin, Introduction to Machine Learning (Adaptive Computation and Machine Learning), Third Edition, MIT Press (2014)
• I. Goodfellow, Y. Bengio und A. Courville: Deep Learning, MIT Press (2016)

Students are familiar with innovative IT technologies and how they work. Furthermore, they are familiar with the classification of selected IT technologies in business information systems.

• Students can identify mobile end devices, future-relevant information and communication technologies, describe how they work and classify them in the existing IT landscape.
Students can select and evaluate mobile applications, such as mobile payment methods for different Business Studies applications.Students have experience in dealing with/creating prototype applications in the field of innovative IT technologies.

Self-competence:

• Students are able to independently prepare scientific papers on a subject-specific topic, present, reflect on and critically discuss the results
.
• Students are familiar with the significance of mobile applications and systems for business life and are able to examine, include and weigh up technical, organizational and economic aspects in the analysis and discussion of case studies.

Professional field orientation:

• Students are familiar with the job description of a counseling consultant whose task it is to find use cases for the use of innovative technologies in companies and to select application scenarios.

• Abolhassan, F., Was treibt die Digitalisierung, Wiesbaden 2016
• Scheer, A.-W.: Industrie 4.0: Von der Vision zur Implementierung. Hg. v. AWSi August-Wilhelm Scheer Institut für digitale Produkte und Prozesse. Saarbrücken (Whitepaper, 5), zuletzt geprüft am 17.08.2015.
• Scheer, A.-W. (2016): Nutzentreiber der Digitalisierung. In: Informatik Spektrum 39 (4), S. 275 289. DOI: 10.1007/s00287-016-0975-4
• Scheer, A.-W.: Thesen zur Digitalisierung. Whitepaper Nr. 7. Hg. v. August-Wilhelm Scheer Institut für digitale Produkte und Prozesse. Saarbrücken (Whitepaper, 7), zuletzt geprüft am 17.07.2015.

Aufgrund der Aktualität der Thematik wird auf Studien zurückgegriffen, welche vom Branchenverband BitKom von den Beratungshäusern capgemini, Deloitte und der IDC veröffentlicht werden.

• bitkom. https://www.bitkom-research.de/epages/63742557.sf/de_DE/?ObjectPath=/Shops/63742557
• IDC: http://idc.de/de/research/studien
• Capgemini, IT Trends 2017 abrufbar unter
  https://www.capgemini.com/de-de/resources/it-trends-studie-2017/
• Deloitte: Trendstudie Human Capital Trends 2017. Neue Spielregeln im digitalen Zeitalter Deutschland Report, abrufbar unter
  https://www2.deloitte.com/de/de/pages/human-capital/articles/human-capital-trends-deutschland-2017.html

• Implementation of an IT procurement-specific project assignment within a specified time frame
• Responsible implementation of project-specific aspects and tasks
• Time and communication management

• Working in a project team of 8-10 people
• Divided approach and implementation of a practical IT procurement project
• Time and communication management

Practical implementation of an IT procurement project

• Project management
• Requirements elicitation and determination
• Requirements analysis and documentation
• Development and creation of requirements documents and specifications
• Legal framework conditions of an IT procurement project
• Structure and creation of tender documents
• Tendering law, tender evaluation
• Overview of the processes and typical activities in the context of bidder discussions and presentations

u.a.:

• Balzert, H. (2008): Lehrbuch der Softwaretechnik Softwaremanagement, Heidelberg: Spektrum Akademischer Verlag.
• Mangold, P. (2009): IT-Projektmanagement kompakt, 3. erweiterte Auflage, Heidelberg: Spektrum Akademischer Verlag.
• Ruf, W.; Fittkau, T. (2008): Ganzheitliches IT-Projektmanagement, Wissen-Praxis-Anwendungen, München, Wien: Oldenbourg Verlag.
• Spitczok, N.; Vollmer, G. (2010): Pragmatisches IT-Projektmanagement, Heidelberg: d.punkt-Verlag.
• Vollmer, G. (2007): Software-Lösungen zur Optimierung intraorganisationaler E-Mail-Kommunikation, Lohmar: EUL-Verlag.
• Winkelhofer, G. (2005): Management- und Projekt-Methoden, 3. vollst. überarbeitete Auflage, Berlin, Heidelberg: Springer Verlag.

Transfer of basic knowledge regarding the importance and tasks of IT service management in the company. Theoretical knowledge of methods and procedures for business process-oriented, user-friendly and cost-optimized monitoring and control of the quality and quantity of IT service. Understanding of the fundamentals of security management and the interlinking of security and service management requirements in a joint incident management process. Deepening and practical application of previously acquired specialist knowledge using practical examples based on known frameworks, IT reference models and standards.

Technical and methodological competence:

• Integrating IT service management into comprehensive IT management
• Classifying and comparing the various IT service processes and IT security
• Name the advantages and disadvantages of using IT service reference models, frameworks and standards
• Differentiate between the various models, frameworks (including ITIL) and standards and highlight their similarities
• Assess the current IT security in a company on the basis of basic IT protection
• Designing and implementing optimization measures for IT services processes based on case studies
• Organize a semester-accompanying project in the field of IT service management

Self-competence:

• Demonstration of goal and time management skills as well as presentation skills as part of the semester-long assignment and exercises in the course

Social skills:

• Evaluating the importance of communication, conflict and team skills in implementation and adaptation projects
• Awareness of the social issues involved in the introduction of service management processes or the implementation of an ITSM framework
• Increasing cooperation and teamwork skills as part of a semester-long project

Professional field orientation:

• Knowing the requirements of different job profiles in IT Service Management (esp. Relationship Manager, Service Level Manager, Service Owner, Service Manager, Process Owner, Process Manager)

Literatur:

• Böttcher, R.; IT-Servicemanagement mit ITIL® V3: Einführung, Zusammenfassung und Übersicht der elementaren Empfehlungen; Heise; 2. Aufl.; Hannover; 2010
• Buchsein, R., Victor, F. Günther, H., Machmeier, V.; IT-Management mit ITIL® V3: Strategien, Kennzahlen, Umsetzung; Vieweg; 2. Aufl.; Wiesbaden; 2008
• Ellis, A., Kauferstein, M.; Dienstleistungsmanagement: erfolgreicher Einsatz von prozessorientiertem Service Level Management; Springer; Berlin; 2004
• Kersten, H., Reuter, J., Schröder, K.W.; IT-Sicherheitsmanagement nach ISO 27001 und Grundschutz; Der Weg zur Zertifizierung; Vieweg; Wiesbaden; 2009
• Köhler, P.T.; ITIL. Das IT-Servicemanagement Framework; Springer; 2. Aufl.; Berlin; 2007
• Van Bon, J.; Foundations of IT Service Management basierend auf ITIL V3; Van Haren Publishing; LK Zaltbommel; 2008
• Zarnekow, R., Hochstein, A., Brenner, W.; Service-orientiertes IT-Management. ITIL-Best-Practices und Fallstudien; Springer; Berlin; 2005

Technical and methodological competence:

After completing the course, students will be able to

• define the problem space for new software products or services to be developed and design a solution
• apply the techniques from the field of requirements engineering for the central activities (e.g. elicitation, documentation, validation)
plan requirements engineering processes for specific projects and application domains
• define management activities around requirements
• take the IREB (International Requirements Engineering Board) Foundation Level exam

Social skills:

• Cooperation and teamwork skills are trained during the exercise and project phases. The student can argue in a goal-oriented manner in discussions and deal with criticism objectively; he/she can recognize and reduce existing misunderstandings between discussion partners. Results from group work can be presented together.

Professional field orientation:

• Requirements Engineer / Business Analyst is a designation of a professional field. Participants are able to find a job in this field depending on their field of study
.
• It is a certifiable activity of a computer scientist (IREB).

• Klaus Pohl. Requirements Engineering: Fundamentals, Principles and Techniques. Springer, 2017
• Klaus Pohl und Chris Rupp: Basiswissen Requirements Engineering: Aus- und Weiterbildung nach IREB-Standard zum Certified Professional for Requirements Engineering Foundation Level, 2015
• Brian Berenbach, Daniel Paulish, Juergen Kazmeier, Arnold Rudorfer. Software and Systems Requirements Engineering In Practice, McGraw-Hill, March 2009
• Klaus Pohl, Günter Böckle und Frank J. van der Linden. Software Product Line Engineering: Foundations, Principles and Techniques, Springer, Januar 2011
• Søren Lausen. Software Requirements - Styles and Techniques, Addison-Wesley, 2002.
• Ellen Gottesdiener. Requirements by Collaboration - Workshops for Defining Needs. Addison-Wesley, 2002

Students know and master selected models and techniques of SCM. They can apply these in practical case studies, derive solutions to SCM problems and present them in an understandable way.

• Distinguish between standard and individual SCM models
.
• Name the applicability of SCM models
.
• Differentiate between the various possible uses of SCM software.
Assess the quality and complexity of SCM models in terms of correctness, efficiency and completeness.

Social skills and independence:

Students learn to work cooperatively on practice-oriented tasks and case studies in groups within a given time frame and to make decisions. They can present the results of the group to the plenum using various media and present and defend their individual solutions and evaluate them in comparison with other solutions. In addition to defending their own views and solutions, students also develop empathy for opposing viewpoints.

Students are able to independently solve exercises (reproduction, transfer, etc.) from the areas of procurement management. On the one hand, they can illustrate the theoretical content using practical examples. On the other hand, they will be able to find adequate solutions for tasks and problems from the professional practice of a procurement manager on the basis of theoretical skills and derive recommendations for action. Students learn how to deal with decision-making uncertainty against the background of the complexity of the problems to be solved and the information asymmetries in the area of conflict between companies, suppliers and the market.

The lecture content is supplemented and deepened by exercises and case studies to be worked on in self-study. Furthermore, topic-specific information and backgrounds are to be researched independently.

After completing a topic, students can reflect on their own level of knowledge on the basis of learning assessments and compare it with the set learning objectives and actively initiate any necessary measures.