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Master Business Management (viersemestrig)

Fast facts

  • Department

    Wirtschaft

  • Stand/version

    2021

  • Standard period of study (semester)

    4

  • ECTS

    120

Study plan

1. Semester2. Semester3. Semester4. Semester

Cross-Cultural Management

  • PF
  • 4SWS
  • 6ECTS

Corporate Governance

  • PF
  • 4SWS
  • 6ECTS

Auslandsstudiensemester

  • PF
  • 4SWS
  • 30ECTS

Thesis und Kolloquium

  • PF
  • 0SWS
  • 30ECTS

Leadership & Teams

  • PF
  • 4SWS
  • 6ECTS

Entrepreneurship und Mergers & Acquisitions

  • PF
  • 4SWS
  • 6ECTS

Praxissemester

  • PF
  • 4SWS
  • 30ECTS

Marketing Management

  • PF
  • 6SWS
  • 6ECTS

Human Resource Management

  • PF
  • 4SWS
  • 6ECTS

Principles of Digital Supply Chain Management

  • ZU
  • 6SWS
  • 6ECTS

Managing Global Business Projects

  • PF
  • 4SWS
  • 6ECTS

Wertorientierte Unternehmensführung

  • PF
  • 6SWS
  • 6ECTS

Compulsory elective modules (9)

Compulsory elective modules (6)

    • Compulsory elective modules 3. Semester

    • Compulsory elective modules 4. Semester

Module overview

1. Semester of study

Cross-Cultural Management
  • PF
  • 4 SWS
  • 6 ECTS

  • Number

    98060

  • Language(s)

    en

  • Duration (semester)

    1

  • Contact time

    60 h

  • Self-study

    120 h

Learning outcomes/competences

2.1 Professional Competencies

2.1.1 Knowledge

The Students 

  • can explain concepts of "culture" 

  • are aware of mental models of situations and their role in communication

  • are aware of the various manifestations of culture in business contexts

  • can explain types of cultural research and their advantages and disadvantages

  • are aware of major intercultural research projects.

2.1.2 Skills

The Students are able to analyze and assess descriptions of culturally based differences in

  • management styles and notions of leadership,

  • teamwork styles,

  • time management,

  • role of genders,

  • organizational communication procedures, esp. meetings,

  • communication styles.

 

2.2 Personal Competencies

2.2.1 Social Competencies

The Students 

  • can communicate in a way which reflects respect for others' positions

  • can successfully and creatively negotiate differences in approaches 

  • act responsibly and reliably towards others, especially in honoring their commitments when cooperating with others

  • are aware of the need to respect different approaches and methods even in positions of power

 

2.2.2 Autonomy

The Students 

  • are aware of the relative nature of their culture-based values and norms

  • can relate their values and norms to those of others

  • can devise strategies to cope with intercultural differences and establish trust

  • can research the impact of culture on management-related phenomena

Contents

This course focuses on the context of international business, especially from a cultural perspective. When people from various cultures cooperate, many differing views on values, methods, roles, procedures and so forth come together. Although people have their own personal perspectives on such matters, these perspectives have as a rule been developed during their enculturation in a particular environment and are strongly influenced by the notions prevalent in that environment. Cultural backgrounds are therefore a factor to be considered in international business. Views on approaches and practices which are not shared by all participants have to be negotiated. However, people are not prisoners of their cultural backgrounds and the different views resulting from different favored approaches to management tasks in cultures should not exclusively be treated as a source of conflict but as a potential enrichment of the perspectives of those involved as well.

 

In order to develop the students' insight into the potential impact of culture on management in general and situations of cooperation in particular, situational models as well as the descriptions of the management styles, methods and procedures prevalent in various cultures are studied and compared critically. First, this is done from an emic perspective, which requires the students to develop their own criteria to come to a systematic and coherent overview of the different patterns described. Then, the classical etic approaches are discussed with an emphasis on Hall's and especially Hofstede's dimensional classifications. Descriptions of the management styles, methods and procedures prevalent in various cultures are consequently analyzed in terms of Hofstede's classification of cultural dimensions. Subsequently, the advantages and disadvantages as well as the limitations of emic and etic approaches are discussed.

 

The cases typically take the form of descriptions of so-called critical incidents, which are analyzed in terms of the different values and viewpoints which underlie the described behaviours of the interactants. The study of critical incidents also provides an opportunity to take into account other than purely cultural factors, which also affect the success or failure of cooperation in business. The amount of trust, the manifestations of commitment and so on also contribute to the outcome, and this aspect of intercultural relations must not be ignored.

 

The students are required to use their own experience and knowledge to supply input to the discussions, which are complemented by such practices as brainstorming and critical reasoning. Students use the e-learning platforms of the university and the study course.

  • Managing Cultural Differences

    • Model of (business-related) situation

    • Universals in human behavior and mental processes and their impact on cooperation

    • Impact of culture on (business-related) behavior and mental processes

    • Classical studies of culture in a business perspective: Hall, Hofstede, Trompenaars, Globe

  • Characteristics of business cultures in:

    • Asia/China

    • Europe

    • Latin America

    • North America

    • Teaching methods

    • Seminar

    • Lectures incl. practitioners' best practices

    • Interactive case studies

    • (Short) presentations

    • Results-oriented presentations in oral and written form

    Participation requirements

    Formal: -

    Knowledge and Competencies: -

    Forms of examination

    Academic paper on a business-culture-related topic of choice

    Requirements for the awarding of credit points

    • Successful completion of examination

    • Social competence

    Applicability of the module (in other degree programs)

    M.A. Business Management

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    Barmeyer, Christoph I.; Franklin, Peter (eds): Intercultural management. A case-based approach to achieving complementarity and synergy. New York: Palgrave Macmillan: 2016

    Bhagat, Rabi S.; Steers, Richard M. (eds.): Cambridge Handbook of Culture, Organizations, and Work. Cambridge University Press: 2009.

    de Jongste, Henri: Intercultural interaction and mental models. http://www.sietareu.org/activities/congress2013/programme-ad-workshops

    Ferraro, Gary P. and Briody, Elizabeth K.: The Cultural Dimension of Global Business. Seventh edition. Pearson: 2012.

    Hofstede, Geert; Hofstede, Gert Jan; Minkov, Michael: Cultures and Organizations: Software for the Mind, Third Edition. Mc-Graw-Hill: 2010.

    Matsumoto, David: Culture, Context, and Behavior, Journal of Personality, 75(6), 2007: 1285-1319.

    Mead, Richard and Andrews, Tim G.: International Management: Culture and Beyond. Wiley, 2009.

    Nakata, Cheryl (ed.): Beyond Hofstede: Culture Frameworks for Global Marketing and Management. Palgrave: 2009.

    Nguyen-Phuong-Mai, Mai: Cross-cultural management. With insights from brain science. London: Routledge: 2019.

    Tomalin, Barry; Nicks, Mike: The World's Business Cultures and How to Unlock Them, Second Edition. Thorogood: 2010.

    Trompenaars, Fons and Hampden-Turner, Charles: Riding the Waves of Culture: Understanding Diversity in Global Business. Third edition. McGraw-Hill: 2011.

    Leadership & Teams
    • PF
    • 4 SWS
    • 6 ECTS

    • Number

      98020

    • Language(s)

      en

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional Competencies

    2.1.1 Knowledge 

    The students can/know/apply

    • the importance and crucial role of Human Resource Management in Project Management,

    • key functions and fundamental concepts of HRM and their impact on the project's success

    • core issues of human resource organization in projects, e.g. approaches and activities for team building and managing,

    • different approaches on how to influence motivation and engagement effectively,

    • the specific leadership role in project management and how to cope with it successfully,

    • concepts of managing oneself,

    • important soft skills and tools in project management like feedback, conflict management, principles of intercultural or remote communication,

     

    2.1.2 Skills 

    The Students can/know/apply

    • develop tailored concepts for the organization of human resources in a project,

    • team building principles and adapt them to specific situations,

    • different concepts of motivation to influence individual team members and the team as a whole,

    • different leadership roles suitable for the situation and the respective team members,

    • how to manage themselves also in challenging project situations under pressure,

    • different communication styles depending on the target group / stakeholders,

    • manage diverse teams and are able solve conflicts in projects based on current methods and tools.

     

    2.2 Personal Competencies

    2.2.1 Social Competencies

    The Students can/know/apply

    • handle work or study contexts that are complex, unpredictable and require new strategic approaches,

    • how to compose an efficient team with the help of competence management

    • lead and coordinate both teams and themselves as an individual in the team in a motivating and results-oriented way,

    • how to cope with complexities while working in diverse international teams,

    • improve cooperation in and among groups while applying appropriate methods, tools and soft skills,

    • persuasively present individual and team results that refer to complex and demanding assessments/conditions.

     

    2.2.2 Autonomy

    The Students can/know/apply

    • try, apply and further develop appropriate concepts of HRM in project management,

    • reflect themselves in their future project management role in order to develop individual leadership approaches, -roles and -styles in project management,

    • link their experiences and knowledge in HRM with other project-related topics / principal company issues and discuss how to handle potential frictions successfully

    Contents

    • Introduction: Human Resource Management in Projects

    • The Role of Human Resources in Projects

    • Key Functions of Human Resource Management in Projects

    • Team Building

    • Motivation, Engagement, and Commitment

    • Leadership

    • Communication

    • Organizational Development and Change Management

    • Health and Safety

     

    Course description:

    Professional Human Resource Management is a crucial factor for every project's effectiveness and success. However, even today it is often still underestimated.

    Human Resources for projects must be selected carefully and qualified accordingly. Building and developing a proper project team is one of the key success factors. Leadership in projects without having disciplinary responsibility is probably one of the most challenging leadership roles you can take in an organization. Leadership styles themselves shape the framework of collaboration within a project. Moreover, the application of soft skills is essential for every modern project manager and an important success factor (e. g. use of conflict management skills, intercultural or remote communication, negotiation).

     

    This course aims to familiarize students with current approaches in Human Resource Management in Projects - including the respective recent research fields. It illustrates and elaborates how students can apply their HRM knowledge and skills for own future projects.

    Teaching methods

    Lectures incl. practitioners' best practices, interactive case studies, group working activities, role plays, short presentations, results-oriented presentations in oral and written form

    • Lectures introducing theoretical frameworks, 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 for communication, discussion and reflection of results

    Participation requirements

    Formal: -

    Knowledge and Competencies: -

    Forms of examination

    • Examination (60 minutes) (75%) and

    • Continuous assessment (coursework assignment - 5 pages, presentation - 30 min.) (25%)

    Requirements for the awarding of credit points

    Successful completion of examination and assessment in course (presentation individual / group)

    Applicability of the module (in other degree programs)

    M.A. European Master in Project Management, M.A. Business Management

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    • Armstrong, Michael: Armstrong’s Handbook of Management and Leadership for HR, 4th Edition, Philadelphia 2016

    • Armstrong, Michael: Armstrong‘s Handbook of Human Resource Management Practice, 15th Edition, London; New York 2020

    • Dessler, Gary: Human Resource Management, Global Edition,16th Edition, Upper Saddle River/New Jersey 2019

    • Hawkins, Peter (Ed.): Leadership Team Coaching in Practice, 2nd Edition, London; New York 2018

    Marketing Management
    • PF
    • 6 SWS
    • 6 ECTS

    • Number

      98100

    • Language(s)

      de

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional competence

    2.1.1 Knowledge 

    The students

    • overview the importance of digital platforms and media for marketing and know the current developments and trends 

    • understand the complexity and dynamics of the digital business environment and can analyze and evaluate it using selected methods  

    • have in-depth knowledge of the structure and revenue mechanisms of digital business models 

    • know and understand the process and core elements of developing a digital marketing strategy 

    • can apply and adapt the elements of the traditional marketing mix to the digital context 

    • understand which new forms of customer contact arise from digital platforms and media for relationship marketing  

    • know the functionality and potential of artificial intelligence (AI) and big data and can assess the associated key (data protection) legal and ethical aspects

    • know how to use and evaluate KPIs and tools to measure the effectiveness of digital marketing measures

     

    In addition, students apply the knowledge acquired in the lecture to digital marketing management issues in a real or virtual company as part of an accompanying project seminar. In doing so, they use the concepts, models and instruments they have learned as well as various scientific research methods.

     

    2.1.2 Skills

    Students can 

    • explain the basics of digital marketing 

    • independently assess and reflect on the importance of digitalization for marketing management and the associated opportunities and challenges for companies 

    • evaluate the use of different marketing tools depending on the digital marketing strategy and select and successfully implement suitable tools 

    • apply learned concepts and methods of digital marketing management to real-world use cases

    • use scientific findings as well as qualitative and quantitative research methods to analyze and evaluate digital marketing problems from business practice  

    • prepare existing information and findings in a structured manner, translate them into specific recommendations for action and present them in a target group-oriented manner 

    2.2 Personal skills

    2.2.1 Social skills

    Students acquire the ability

    • to work in groups on complex digital marketing issues in a collaborative and results-oriented manner 

    • include different perspectives and points of view in a decision-making process and deal with the resulting trade-offs as well as conflicts of objectives and opinions 

    • Present and defend results in a professional and technically sound manner in a demanding environment 

    • Critically evaluate and discuss solutions and recommendations for action from other teams and develop them further together through appropriate and objective feedback  

    2.2.2 Independence

    Students can 

    • adopt their own points of view and attitudes towards models and concepts and defend them in discussions 

    • apply acquired knowledge independently and in a solution-oriented manner to real-life use cases 

    • Use scientific research work and methods to independently analyze and evaluate specific problems of real companies and derive well-founded recommendations for action 

    Contents

    Digitalization is fundamentally changing consumer and purchasing behaviour: consumers are closely networked through digital platforms such as Google, Facebook and Amazon and are better informed about products and services than ever before. Smartphones and online stores are changing traditional shopping habits. At the same time, new digital touchpoints and communication channels as well as the availability of comprehensive customer data are creating new opportunities for companies to address customers individually and in a targeted manner. Adapting or expanding traditional marketing to include digital marketing management is therefore key to the market success of companies in today's digital world.

    The course provides a comprehensive and application-oriented overview of the tools, methods and concepts of digital marketing management. Both traditional marketing models are applied to the digital context and new models, concepts and tools are covered. Specifically, the following main topics will be covered:  

  • Fundamentals of digital marketing management:  terminology, meaning and trends 

  • Peculiarities of the digital micro and macro environment 

  • Digital business and revenue models

  • Core elements and development process of a digital marketing strategy 

  • Digital product policy: innovation management, digital product design and digital brand management 

  • Digital pricing policy: special features of pricing digital products, innovative pricing models and strategies

  • Digital sales policy: digital sales channels, sales intermediaries and sales systems

  • Digital communication policy I: search engine marketing, affiliate marketing and display advertising

  • digital communication policy II: social media marketing, viral marketing and influencer marketing 

  • Online Relationship Marketing I: Permission Marketing and Loyalty Programs 

  • Online Relationship Marketing II: Personalization and Targeting using AI and Big Data

  • Monitoring and performance optimization of digital channels 

    • Teaching methods

    The lecture uses various forms of teaching to provide students with a holistic and application-oriented perspective on digital marketing management:  

    • Lecture / seminar-style teaching to impart specialist and methodological knowledge, including best practices from corporate practice (e.g. in the form of guest lectures) 

    • Self-study of the accompanying compulsory reading to deepen the content learned (in particular articles from scientific journals) 

    • Solving case studies to apply and review the knowledge acquired   

    • Working on specific digital marketing management problems of a real or virtual company in groups with subsequent presentation of the results in written and oral form 

    Participation requirements

    Formal: none

    Content: none

    Forms of examination

    • Exam 50% (90 minutes)

    • Semester-accompanying partial performance: 50%

    Requirements for the awarding of credit points

    Passed exam  

    Applicability of the module (in other degree programs)

    M.A. Business Management, M.Sc. Business Informatics 

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    Basisliteratur 

    Chaffey, Dave; Ellis-Chadwick, Fiona (2019). Digital marketing: Strategy, implementation and practice. Pearson Education Limited. 

    Heinemann, Gerrit (2020). Der neue Online-Handel: Geschäftsmodelle, Geschäftssysteme und Benchmarks im E-Commerce. Springer-Verlag. 

    Kollmann, Tobias (2020). Digital Marketing: Grundlagen der Absatzpolitik in der Digitalen Wirtschaft. Verlag W. Kohlhammer. 

    Kotler, Philip; Kartajaya, Hermawan; Setiawan, Iwan (2017). Marketing 4.0: Moving from traditional to digital. John Wiley & Sons, Inc.

    Meffert, Heribert; Burmann, Christoph; Kirchgeorg, Manfred, Eisenbeiß, Maik (2019). Marketing: Grundlagen marktorientierter Unternehmensführung, Konzepte – Instrumente – Praxisbeispiele. SpringerGabler. 

    Tuten, Tracy L. (2020). Principles of Marketing for a Digital Age. SAGE Publications Limited. 

    Weiterführende Literatur (Auswahl)

    Dinner, Isaac M., Heerde van, Harald J.; Neslin, Scott A. (2014). Driving online and offline sales: The cross-channel effects of traditional, online display and paid search advertising, in: Journal of Marketing Research, 51. Jg., Nr. 5, S. 527-545. 

    Erevelles, Sunil; Fukawa, Nobuyuki; Swayne, Linda (2016). Big Data consumer analytics and the transformation of marketing, in: Journal of Business Research, 69. Jg., S. 897-904. 

    Kannan, P.K.; Kopalle, Praveen K. (2001). Dynamic pricing on the Internet: Importance and implications for consumer behavior, in: International Journal of Electronic Commerce, 5. Jg., S. 63-83.

    Palmatier, Robert W.; Stern, Louis W.; El-Ansary, Adel I. (2016). Marketing channel strategy: An omni-channel approach. Routledge. 

    Palmatier, Robert W.; Steinhoff, Lena (2019). Relationship marketing in the digital age. Routledge. 

    Reto, Felix; Rauschnabel, Philipp A.; Hinsch, Chris (2017). Elements of strategic social media marketing: A holistic framework, in: Journal of Business Research, 70 Jg.; S. 118-126.

    Principles of Digital Supply Chain Management
    • ZU
    • 6 SWS
    • 6 ECTS

    • Number

      98050

    • Duration (semester)

      1

    Wertorientierte Unternehmensführung
    • PF
    • 6 SWS
    • 6 ECTS

    • Number

      98040

    • Language(s)

      de

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional competence 

    2.1.1 Knowledge

    Students are familiar with the central importance of corporate value for the long-term successful management of the company as well as the objectives and principles of value-based management. They are familiar with the range of value-enhancing strategies and measures for the company as well as the key performance indicators and methods used to develop and implement them. Against the background of the requirements of the company's shareholders and stakeholders, students comprehensively incorporate corporate controlling into their analysis and design activities.

    2.1.2 Skills

    Building on the objectives and principles of action of value-based management, students design and analyse comprehensive value-enhancing strategic concepts for the company and recognize the requirements and consequences (which may change over time) for the various functional areas and fields of action of the company in a problem-oriented manner; in this context, the control variables and methods of value-based management are appropriately assessed with regard to their performance and applied accurately to realize sustainably successful action concepts.

    2.2 Personal competencies

    2.2.1 Social competence

    Students deepen their skills in the area of leadership and teamwork (particularly with regard to communication and social skills). They recognize the usually cross-functional and cross-divisional consequences of the successful implementation of value-based management throughout the company (often in the context of a principal-agent constellation) and design an incentive structure that balances the interests of those involved on the basis of appropriate analyses.

    2.2.2 Self-employment

    Students independently reflect on and assess the content and methodological quality of fundamental strategies and control parameters of value-oriented corporate management. Due to their application-oriented knowledge - reinforced by working on cases - students are able to make modifications to established management variables and methods and, if necessary, develop new management concepts so that solutions appropriate to the situation can be realized. They are also able to critically evaluate the general effectiveness of value-based management in comparison to competing approaches to corporate management and in interaction with complementary concepts and to draw the right conclusions from this in an application-oriented manner.

    Contents

    The course teaches the fundamental strategic and operational elements of value-oriented corporate management in terms of analysis, planning and implementation:

  • Principles and target systems of value-oriented corporate management 

  • Share and stakeholder value as reference values

  • System of value-enhancing strategies for the company (including differentiation according to reference levels)

  • Value drivers and value driver models

  • Balanced scorecard as a comprehensive analysis and design concept

  • Control and management variables of value-oriented corporate management (e.g. economic value added, operating profit, discounted cash flow): Concept, operationalization, meaningfulness and information requirements

  • Consequences for the company's functional areas and fields of action (operational implementation of value-based management)

  • Role of corporate controlling as a management system

  • Value-based incentive design in the company

  • Process-related and structural perspectives of value-oriented corporate management

    • Teaching methods

    Seminar-style teaching with project work and case studies

    Participation requirements

    Formal: none

    Content: Basic knowledge of corporate management, organization, controlling, HR management as well as corporate accounting and financing

    Forms of examination

    • Semester-accompanying partial performance (50%)

    • Exam (50%) (60 minutes)

    Requirements for the awarding of credit points

    Passed module exam and examination during the semester

    Applicability of the module (in other degree programs)

    M.A. Business Management, M.Sc. FACT, M.Sc. FACT - Controlling & Digitalization

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    Büchler, J. P. (2014): Strategie entwickeln, umsetzen und optimieren. München/Hallbergmoos, 2014

    Coenenberg, A. G./Salfeld, R./Schultze, W. (2015): Wertorientierte Unternehmensführung, 3. Aufl., Stuttgart 2015.

    Copeland, T./Koller, T./Murrin, J. (1998): Unternehmenswert. Methoden und Strategien für eine wertorientierte Unternehmensführung, 3. Auflage, Frankfurt/ Main 2002 

    Faix, A. (2019): Auswahl von Verfahren zur Wertbestimmung. Beitrag zur Umsetzung einer Wertorientierten Unternehmensführung, Arbeitspapier, Dortmund 2019 (DOI: 10.13140/RG.2.2.34666.77764).

    Firk, S./Wolff, M. (2018): Wertorientierung kann sich lohnen, in: Controlling & Management Review, Heft 2, 2018, S. 52 – 56.

    Hahn D./Taylor, B. (2006): Strategische Unternehmungsplanung – Strategische Unternehmungsführung, 9. Aufl., Heidelberg, 2006 

    Herter, R. N. (1994): Unternehmenswertorientiertes Management, München 1994 

    Rappaport, A. (2006): Ten Ways to Create Shareholder Value, Harvard Business Review, Sept. 2006.

    Stern, J. M./Shiely, J. S./Ross, I. (2001): The EVA Challenge, New York u.a. 2001

    Stewart, G. B. (1999): The Quest for Value, 2. Aufl., New York, 1999 

    Aktuelles Thema
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      982091

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    Background: This compulsory elective module is intended to enable the head of degree program, in coordination with the Dean's Office, to approve special and usually one-off WPM courses on current topics, e.g. based on changes in the law, technological developments or economic situations ("crisis"). Such flexible offers were requested by some subject groups and can also be considered across subject groups (e.g. business administration + economics or business administration + law). The offer of a compulsory elective module via participation in the Ruhr Master School (RMS) can also be provided as a "current topic".

    The students know the context and the basic theories of the "current topic", develop possible solutions for the "novel" problem and  also practice innovative research methods, independent learning, group work and presentations.

    Contents

    The content and form (seminar or block) of the courses must be specified in good time by the lecturers offering them and announced in a module description.

    Teaching methods

    Powerpoint-supported, dialog-oriented events with practical examples.

    Accompanying compulsory reading of specified sources as well as independent research on current topics and practical problems or applications.

    Group work, moderated discussion, "learning by doing", independent preparation of papers, presentation of papers and group results under time restrictions.

    It is advisable to invite external experts to give lectures or to participate in the courses as lecturers.

    Participation requirements

    Formal: None

    Content: To be specified by the lecturers

    Forms of examination

    Exam at the end of the semester and, if applicable, an examination during the semester

    Requirements for the awarding of credit points

    Passed module exam and successful seminar performance during the semester

    Applicability of the module (in other degree programs)

    M.Sc. FACT, M.Sc. FACT - Controlling & Digitalization

    Literature

    Veranstaltung muss von der Studiengangsleitung in Abstimmung mit dem Dekanat genehmigt werden!

    International Communication and Change Management
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      982006

    • Language(s)

      en

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional Competencies

    2.1.1 Knowledge 

    < 

    International Co-operation and Communication

    The students are able to

    • Explain the components of situations of interaction

    • Explain the relationship between role behavior and situational context

    • Explain the understanding of role behaviors as the re-construction of mental processes through observing behavior

    • Explain the role of culture in the attribution of meaning to situational contexts and role behaviors

     

    Change management

    The students can explain

    • core aspects of changes - types of changes, needs and reasons for change, aims of change,

    • the role of change drivers, change opponents and change agents,

    • an organizational change by using object role models describing the situation before and after changes,

    • the role of stakeholders in change management and their responsibilities, interests and impacts,

    • how to manage a change process, how to deal with change requests,

    • impact analysis and sensitivity analysis,

    the role of value management in change management.

     

    2.1.2 Skills 

     

    International Co-operation and Communication

    The students are able to 

    • Analyze descriptions of proto-typical situational contexts

    • Analysis differences in the way cultures attribute meanings to situational contexts and role behaviors

    • Analyze their own and others' perspectives of situational contexts and role behaviours

    • Analyze concrete situational contexts in which they interact with others

    • Apply their insights when managing project-related co-operation in international situational contexts

     

    Change management

    The students are able to 

    • analyze the main reasons and perspectives of changes in selected cases,

    • analyze the impact of changes by influence analysis and sensitivity analysis in selected cases,

    • prepare change by using simulation models in selected cases,

    • develop change management concepts in selected cases.

     

    2.2 Personal Competencies

    2.2.1 Social Competencies

    International Co-operation and Communication

    The Students

    • develop a deeper understanding of their own and others' role behaviors

    • develop fresh perspectives of situational contexts by escaping from the "ladder of inference"

    • can negotiate differences in the assessment of role behaviors

    • know how to optimize situational contexts for international co-operation

    • 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.

     

    2.2.2 Autonomy

    International Co-operation and Communication

    The Students 

    • Can identify the challenges of international co-operation and can develop strategies to meet them

    • Are able to interpret information about different cultures and can assess how cultures are likely to affect situational contexts in international projects

    • Are able to distinguish between personality characteristics and cultural characteristics and avoid stereotyping

    • Are aware of the emotional responses likely to emerge in situations of international co-operation and know how to deal with them.

     

    Change management

    The Students can/know/apply

    • manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches,

    • reflect operational challenges of a company in the background of social values,

    • the interplay between economic regulation and institutional framework and the strategic outline of a company and is able to derive an own mind on it,

    • work out independent projects and ideas and can do what is necessary to carry out a sustainable management initiative

    Contents

    • Lectures introducing concepts and methods

    • Class discussions

    • 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

    Teaching methods

    • Lectures introducing concepts and methods

    • Class discussions

    • 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

    Participation requirements

    Formal: -

    Knowledge and Competencies: -

    Forms of examination

    International Co-operation and Communication

    • 50% contributions within the course (presentations)

    • 50% written examination at the end of the course (60 minutes)

     

    Change management

    • 50% contributions within the course (homework, group work, presentations, case studies)

    • 50% written or oral examination at the end of the course

    Requirements for the awarding of credit points

    Successful completion of examination, Presentation (individual / group)

    Applicability of the module (in other degree programs)

    M.A. European Master in Project Management, M.A. Business Management

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    International Co-operation and Communication

    • Matsumoto, David: Culture, Context, and Behavior, Journal of Personality, 75(6), 2007: 1285-1319.

    • Burgoon, Judee K.; Ebesu Hubbard, Amy S.: Cross-cultural and intercultural applications of expectancy violations theory and interaction adaptation theory. In Gudykunst, William B.: Theorizing about intercultural communication. Sage: 2005, 149–171.

    • Nishida, Hiroko: Cultural schema theory. In: Gudykunst, William B. (Ed.), Theorizing about intercultural communication. SAGE: 2005, 401–418.

    • Bhagat, Rabi S.; Steers, Richard M. (eds.): Cambridge Handbook of Culture, Organizations, and Work. Cambridge University Press: 2009.

    • Hofstede, Geert; Hofstede, Gert Jan; Minkov, Michael: Cultures and Organizations: Software for the Mind, Third Edition. Mc-Graw-Hill: 2010.

    • Nakata, Cheryl (ed.): Beyond Hofstede: Culture Frameworks for Global Marketing and Management. Palgrave: 2009.

    • Tomalin, Barry; Nicks, Mike: The World's Business Cultures and How to Unlock Them, Second Edition. Torogood: 2010.

     

    Change Management

    • Cummings, Thomas and Worley, Christopher: Organization Development & Change, 10th Edition, Cengage Learning. ISBN: 978-1-133-19405-5

    • PMBOK® - 5th edition, PMI® 2013.

    • Kerzner, Harold: Project Management, 10th edition, New York 2009.

    • Schelle, Heinz; Ottmann, Roland; Pfeifer, Astrid: Project Manager, GPM 2006.

    • Cameron, Esthert; Green, Mike: Making Sense of Change Management, 2nd edition, London 2009.

    • Kotter, John: Leading Change, Harvard Business School Press 1996.

    • Kotter, John; e.a.: Harvard Business Review on Change, Harvard Business School Press 2005

    • Senge, Peter: The Fifth Discipline, 2006, ISBN 0385517254.

    • Trompenaars, Fons; e.a.: Managing Change – across corp. cultures, 2004

    • Gardner, Howard: Changing Minds, 2004

    • Sadler, Philip: Designing organizations, 1994.

    • Schindler, M.; Eppler, M. J.: Harvesting Project Knowledge: A Review of Project Learning Methods and Success Factors. In: International Journal of Project Management 21 (2003), pages 219-228.

    • Morris, Peter: Translating Corporate Strategy into Project Strategy, PMI 2004.

    • Harvard Business Review on Knowledge Management (Harvard Business Review Paperback Series) by Peter Ferdinand Drucker, David Garvin, Dorothy Leonard, Susan Straus, John Seely Brown, Publisher: Harvard Business School Press 1998.

    • Dallas, Michael; Langdon, Davis : Management of Value, OGC, APM Group und Stephanie Clackworthy von Stationery Office, London 2010, ISBN 0113312768.

    Kostenmanagement
    • WP
    • 6 SWS
    • 6 ECTS

    • Number

      98070

    • Duration (semester)

      1

    Management-Fallstudien
    • WP
    • 6 SWS
    • 6 ECTS

    • Number

      98090

    • Duration (semester)

      1

    Strategisches Management
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      982003

    • Language(s)

      de

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional competence 

    2.1.1 Knowledge

    The students 

    • know the most important and significant methods, instruments and concepts of strategic management and the strategy development process,

    • apply tools for analyzing and interpreting qualitative and quantitative data,

    • know how to draw up a business plan and present and defend it in decision-making bodies

     

    2.1.2 Skills

    The students

    • can analyze decision-making situations using subject-specific tools and make professional recommendations on the application-oriented process of strategy development and implementation,

    • use qualitative and quantitative management tools for strategic analysis and strategy development,

    • can identify and resolve critical areas of the strategy development and implementation process

    • are also able to deal with strategic conflicts of interest and make recommendations on how to deal with this situation

     

    2.2 Personal competencies

    2.2.1 Social skills

    Students acquire the ability to

    • deal with specific challenges in decision-making situations and conflict situations in the area of strategy and goal alignment,

    • to accompany and lead teams in the individual process steps of strategy development,

    • prepare and present relevant information for various stakeholder groups

     

    2.2.2 Self-employment

    Students can

    • Develop, evaluate and implement strategy options for specific companies in selected markets,

    • develop strategy development and decision-making processes independently, also taking into account uncertainty and limited information

    • Critically question business models and identify opportunities for optimization

    Contents

    This module focuses on application-oriented instruments, methods and concepts of strategic management. The focus is on references to the process phases of goal formation, strategic analysis consisting of company and environmental analysis, strategy selection and implementation as well as strategic control.

    In the context of the company analysis, the resource analysis, core competence management based on the VRIO approach and the value chain analysis based on a cost structure analysis, a comparative competitor analysis are taken into account in an application-oriented manner in order to derive a well-founded analysis of strengths and weaknesses.

    The environmental analysis draws on the global environmental analysis (PESTEL analysis), the mega-trends to be considered, stakeholder management, the analysis of strategic groups and competitors, Porter's industry structure analysis, the technology life cycle and market segmentation approaches. Opportunities and threats are then identified from the results of the environmental analysis.

    The results of the strategic analysis are summarized in a well-founded SWOT matrix in which both the results of the strengths and weaknesses analysis and the opportunities and threats from the environmental analysis are recorded. Based on this, specific strategies are derived and recorded in the SWOT matrix. Various management tools are used - e.g. portfolio analyses (BCG portfolio, etc.), the product life cycle concept, the experience curve concept, the marketing mix, approaches for targeted market segmentation as well as the significant options for strategy classification (competitive strategies according to Porter, growth strategies according to Ansoff) and much more.

    Building on this, important aspects of strategy implementation and strategic control as well as current new developments from digitalization and the field of artificial intelligence will be addressed.

    Special attention is paid to maintaining the company's ability to act and react in order to better deal with increasing complexity and uncertainty. In this respect, the requirements of modern strategic management and the handling of complexity are conveyed, for example, with the help of control systems (entrepreneurial navigation system according to Malik).

    Teaching methods

    Lecture / seminar course included:

    • Moderated practical examples and practice-oriented applications

    • Group work

    • Guest lectures and excursions, if applicable

    Participation requirements

    Formal: none

    Content: Basic knowledge from the subject areas of strategic management and corporate management (from bachelor's degree programs in economics)

    Forms of examination

    • Written examination 
       (0% to 100% assessment share; determined at the beginning of the course)

    • Homework / presentation / or similar
       (0% to 100% assessment share; to be determined at the beginning of the course)

    Requirements for the awarding of credit points

    In total, the required minimum score must be achieved in the above-mentioned examination sections.

    Applicability of the module (in other degree programs)

    M.A. Business Management

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    Bea, Franz X.; Haas, Jürgen: Strategisches Management, Konstanz, München 2017

    Büchler, Jan-Philipp: Strategie entwickeln, umsetzen und optimieren, Halbergmoos 2018

    Büchler, Jan-Philipp; Quarg, Sabine: Managementsimulation als korporativer Lernprozess zur Rationalitätssicherung. In: Planspiele – Erleben, was kommt. Bartschat, D.; Schwägele, S.; Trautwein, F.; Zürn, B. (Hrsg.), Books on Demand GmbH, Norderstedt 2014, ZMS-Schriftenreihe, Band 5, S. 33-68

    Dillerup, Ralf; Stoi, Roman: Unternehmensführung, München 2016

    Freter, Hermann: Markt- und Kundensegmentierung, Stuttgart, 2008

    Gausemeier, Jürgen; Plass, Christoph: Zukunftsorientierte Unternehmensgestaltung, 2014

    Göbel, Elisabeth: Unternehmensführung und Moral, Tübingen 2017

    Göbel, Elisabeth: Entscheidungstheorie, Stuttgart 2018

    Göbel, Elisabeth: Unternehmensethik - Grundlagen und praktische Umsetzung, Stuttgart 2017

    Hirt, Michael: Die wichtigsten Strategietools für Manager - mehr Orientierung für den Unternehmenserfolg, München 2015 

    Hungenberg, Harald: Strategisches Management in Unternehmen, Wiesbaden 2014

    Johnson, Gerry; Whittington, Richard; Scholes, Kevan; Angwin, Duncan; Regnér, Patrick: Strategisches Management, Halbergmoos 2018

    Jung, Rüdiger, Heinzen, Mareike und Sabine Quarg: Allgemeine Managementlehre, Berlin 2018

    Kahneman, Daniel: Thinking, fast and slow. London 2011

    Kerth, Klaus; Asum, Heiko; Stich, Volker: Die besten Strategietools in der Praxis, München 2015

    Macharzina, Klaus; Wolf, Joachim: Unternehmensführung, Wiesbaden 2015

    Malik, Fredmund: Strategie, Frankfurt am Main, 2013

    Müller-Stewens, Günter: Das Strategische Management als Disziplin – Meilensteine und Perspektiven seiner Entwicklung; in: Die Unternehmung 70. Jg. (2016) 4, S. 322-343

    Müller-Stewens, Günter; Lechner, Christoph: Strategisches Management, Stuttgart 2016

    Simon, Hermann: Strategie-Notstand. In: Manager Magazin 30. Jg. (2000) 7, S. 113-114

    Schreyögg, Georg; Koch, Jochen: Grundlagen des Managements, Wiesbaden 2014

    Schreyögg, Georg; Koch, Jochen; Steinmann, Horst: Grundlagen der Unternehmensführung, Wiesbaden 2013

    Schwenker, Burkhard / Dauner-Lieb, Barbara: Gute Strategie: Der Ungewissheit offensiv begegnen Eine neue Agenda strategischer Führung. Ort 2017 

    Welge, Martin K.; Al-Laham, Andreas; Eulerich, Marc: Strategisches Management, Wiesbaden 2017

     

    Fachzeitschriften und Datenbanken

    Betriebswirtschaftliche Forschung und Praxis (BFuP)

    Journal of Business Economics (JBE) (bis 2012 Zeitschrift für Betriebswirtschaft (ZfB))

    Schmalenbachs Zeitschrift für betriebswirtschaftliche Forschung (ZfBF)

    Harvard Business Manager

    Harvard Business Review

    M&A Review

    WiSt – Wirtschaftswissenschaftliches Studium

    Absatzwirtschaft

    Beschaffung aktuell

    Der Controller

    Controlling

    Datenbank Euromonitor

    Datenbank Statista.com

    MarketLine

    u. a.

    Supply Chain Planning unter Unsicherheit
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      98080

    • Duration (semester)

      1

    2. Semester of study

    Corporate Governance
    • PF
    • 4 SWS
    • 6 ECTS

    • Number

      984018

    • Language(s)

      de

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional competence 

    The German corporate constitution is familiar to them in terms of the business management framework and its economic implications. On this basis, students are able to classify and analyze complex entrepreneurial decisions with regard to the motives of those involved. They develop an understanding of the various factors influencing a decision and are able to assess these both from the perspective of the company and from the perspective of those directly affected. They are familiar with and can assess the influence of social developments on the legal framework of the corporate constitution in a first step as well as the action-relevant effects at company level.

    The task, competence and responsibility of the bodies of a corporation (in particular a stock corporation) and the resulting scope for action for the actors are known to them. On this basis, students can also assess complex decision-making situations and describe their consequences. They can independently evaluate the options for action associated with entrepreneurial decisions with regard to legal, business and ethical criteria and develop different options for action on this basis.

    2.1.1 Knowledge

    Students understand the Anglo-Saxon concept of corporate governance with regard to the requirements it places on companies. They know the history of the associated discussion about "good" corporate management and monitoring and can derive the implications of the shareholder value approach and the stakeholder value approach.

    They are familiar with basic economic approaches to explaining corporate governance, such as the principal-agent theory. They are familiar with the legal foundations of corporate governance in Germany. They will be able to differentiate between the German corporate constitution and its specifics in the international environment. They are familiar with the dual system of management board and supervisory board and the resulting special fields of action. Students will be able to interpret the respective interests of the actors involved in a contextualized manner and assess their significance for corporate policy and strategy using case studies.

    The students are familiar with the specific information requirements of the supervisory board based on its supervisory mandate. They will be able to differentiate between the importance of internal and external accounting in satisfying its information requirements and identify the requirements for the functional areas of a company. They will understand the importance of the validity of information and be able to determine the practical requirements for its design.

    Students understand the lines of development of corporate governance and can classify current legislative projects in terms of their relevance for practice. Based on current socio-political discussions, they will be able to explain the implications for corporate governance and formulate proposals for their consideration within the framework of the corporate constitution.

    2.1.2 Skills

    Students are able to identify business management requirements on the basis of comprehensive legal principles. They can describe the intention of changes to the law and assess the implications for practice. They are able to apply economic concepts (of the new institutional economics) to business management problems and assess the advantages and disadvantages of such an approach.

    Students develop an understanding of the motivation of individuals as decision-makers in an organization and can draw conclusions from this for strategic and operational decisions. Already known business management concepts can be subjected to a differentiated assessment with regard to legal requirements, as a result of which action requirements on the one hand and potential legal consequences for the acting actors on the other can be derived. The current socio-political discussions within the field of corporate governance can be critically monitored and assessed with regard to their direction of development, so that requirements for the material level of information of decision-makers can be derived in the entrepreneurial context.

    2.2 Personal skills

    2.2.1 Social competence

    Students develop a feel for the different motivations of the actors involved. They learn to critically reflect on their own understanding of the role of the company - and thus of the people acting in it - and to classify it in the context of corporate governance. In this respect, students also recognize the importance of (their own) social action and have the opportunity to reflect on their own behavior. They discuss their ideas regarding the responsibility of decision-makers and are able to assess the personal and social consequences of actions, both in relation to legal consequences as well as beyond them.

    2.2.2 Independence

    Students are able to independently understand the economic effects of legal changes in the area of corporate constitution. They can review the relevance of changes in the legal situation without the support of third parties and classify problems in practice on the basis of the legal situation. They are familiar with the independent use of various sources for a differentiated assessment of the implications for practice.

    Contents

    The field of tension of corporate governance in historical and socio-political terms is shown. Based on conceptual categories from the field of sociology, a fundamental understanding of the role of the company in society is derived. Building on this, the corporate interest is presented as a leitmotif for the ideal-typical actions of the individual actors on the basis of the already known approaches of shareholder and stakeholder value. This is followed by its classification within the framework of the corporate constitution. One focus here is on tracing the legal lines of development, which opens up the possibility of deriving further development trends. Areas of tension within corporate governance are identified and approaches to solutions are developed, also with recourse to economic concepts. The mechanisms of corporate governance described in the literature are critically reflected upon with regard to their effectiveness. The national corporate constitution is placed in an international context. The role of the supervisory board as a characteristic of the dual system is addressed and legal and economic requirements for this body are defined; at the same time, the work of the board and its self-organization are presented in a practical way. The legal liability framework for the company's executive bodies is defined so that requirements for accounting and controlling (including risk management) can be derived on this basis. The differentiated situation within the group of companies is also discussed. Finally, current, complex problem areas of corporate governance are discussed.

     

    Summary structure:

    • Definition and history of corporate governance
    • Legal foundations of corporate governance
    • Explanatory contribution of new institutional economics
    • Corporate governance mechanisms in theory and practice
    • Legal and economic requirements for the supervisory board
    • Requirements for the company's information system
    • Current problems of corporate governance in practice

    Teaching methods

    Seminar-style teaching, group work

    Participation requirements

    Formal: none

    Content: none

    Forms of examination

    • Semester-accompanying partial performance (50%)

    • Exam (50%) (60 minutes)

    Requirements for the awarding of credit points

    Passed the test

    Applicability of the module (in other degree programs)

    M.A. Business Management, M.Sc. FACT, M.Sc. FACT - Controlling & Digitalization

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    • Diederichs, Marc; Kißler, Martin: Aufsichtsratreporting. Corporate Governance, Compliance und Controlling, München 2008.

    • Grundei, Jens: Zaumseil, Peter (Hrsg.): Der Aufsichtsrat im System der Corporate Governance. Betriebswirtschaftliche und juristische Perspektive, Heidelberg 2012.

    • Freidank, Carl-Christian: Unternehmensüberwachung. Die Grundlagen betriebswirtschaftlicher Kontrolle, Prüfung und Aufsicht, München 2012.

    • Hommelhoff, Peter; Hopt, Klaus J.; von Werder, Axel (Hrsg.): Handbuch Corporate Governance. Leitung börsennotierter Unternehmen in der Rechts- und Wirtschaftspraxis, 2. Auflage, Stuttgart 2009. 

    • Kißler, Martin: Informationsmanagement für den Aufsichtsrat im Konzern. Controlling und Corporate Governance gestützte Gestaltungsempfehlungen für eine Management-Holding, Frankfurt am Main 2011. 

    • Lutter, Marcus (Hrsg.): Holding-Handbuch, 5. Auflage, Köln 2015.

    • Kremer, Thomas; Bachmann, Gregor; Lutter, Marcus; von Werder, Axel: Deutscher Corporate Governance Kodex: Kodex-Kommentar, 6. Auflage, München 2016. 

    • Tricker, Bob: Corporate Governance. Principles, Policies and Practices, 4. Auflage, Oxford 2019.

    • Wagenhof, Alfred: Controlling und Corporate Governance-Anforderungen, Berlin 2009.

    Entrepreneurship und Mergers & Acquisitions
    • PF
    • 4 SWS
    • 6 ECTS

    • Number

      98210

    • Language(s)

      de

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional competence

    2.1.1 Knowledge

    Students understand the startup cycle and the main startup management techniques used. The focus is on tools for digital business models. Possible topics include:

    • Designing, developing and verifying business models/products

    • Lean startup management techniques

    • Marketing products digitally

    • Scale business internationally

    • Finance growth

    • Business planning

    • Valuing start-ups

    • Achieving an exit for founders and investors

    • Founding and managing a corporation

     

    In addition, students have the knowledge to successfully plan and execute M&A transactions. The focus is on skills in the following subject areas: 

  • Organization and process control of an M&A project

  • Company valuation

  • Due diligence 

  • Success factors of an M&A transaction

  • Post-merger management

    •  

    2.1.2 Skills

    Students can apply essential startup management techniques to real business ideas and present their results for discussion in a feedback-oriented manner.

     

    Students are able to actively participate in M&A projects and can help shape them professionally. This ranges from the in-depth preparation of an M&A deal to its implementation and post-merger management.

     

    2.2 Personal skills

    2.2.1 Social skills

    Students acquire the ability to coordinate and work on tasks in teams. This takes place with changing responsibilities and workloads of the team members, so that students learn to manage and motivate a team over a period of time.

     

    2.2.2 Independence

    Students can independently apply theory to practical problems. They can assume individual responsibility and thus team leadership within the framework of subtasks of a team.

    Contents

    Entrepreneurship:

    • Value proposition design for the development of business ideas

    • Business model canvas for modeling business models

    • Lean startup management to accelerate product development, e.g. through the build-measure-learn cycle and minimum viable products

    • Digital marketing, e.g. Google AdWords campaigns for the efficient use of a tight marketing budget

    • Start-up financing, e.g. crowdfunding campaigns for financing and branding

    • Internationalization of the business, e.g. subsidiaries, logistics/customs, web strategy

    • Business plan with focus on cash flow planning

    • Valuation of start-ups using various valuation methods, in particular the venture capital method. Technical aspects of valuation such as pre- vs. post-money or dilution

    • Preparation of an exit of the founders/investors via takeover by another company

    • GmbH formation, e.g. GmbH contracts, formation process, duties of managing directors

    Mergers & Acquisitions (M&A):

    • Understanding the term and forms of M&A

    • Framework conditions and regulatory environment 

    • Main players in an M&A transaction and their motives

    • Organization and process of an M&A deal with its classic milestones (decision in principle, identification and selection of potential targets/prospective buyers, establishing contact, confidentiality agreement, teaser, information memorandum, non-binding purchase offers, due diligence, binding purchase offers, contract negotiations and signing, closing and post-merger management 

    • Basic knowledge of the valuation of business units, due diligence and the company purchase agreement as well as post-merger management 

    • Success factors of an M&A transaction

    Teaching methods

    Lecture / seminar-type course

    .

    Participation requirements

    Formal: -

    Content: -

    Forms of examination

    0 to 100 % written examination (60-120 minutes) and, if applicable,

    0 to 100 % group work (homework/presentations)
    0 to 20 % oral participation for blocked course dates

    Requirements for the awarding of credit points

    Regular and active participation in the courses and passing the examination(s)

    .

    Applicability of the module (in other degree programs)

    M.A. Business Management, M.Sc. FACT, M.Sc. FACT - Controlling & Digitalization

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    Alemany, L.: Valuation of New Ventures, in Alemany, L.; Andreoli, J. (Hersg.): Entrepreneurial Finance, Cambridge 2018

    Ballwieser, W.; Hachmeister, D.: Unternehmensbewertung: Prozess, Methoden und Probleme, Stuttgart 2013

    Blank, S.; The Four Steps to the Epiphany, Pescadero CA 2013

    Dittrich, F.: Bestimmungsfaktoren und Methoden der Pre-money-valuation innovativer Startups, in Faix, A.; Büchler J.-P. (Hersg.): Innovationsstrategien, Berlin 2018

    Engelen, A.; Engelen, A.; Bachmann, J.-T.: Corporate Entrepreneurship, Wiesbaden 2015 

    Kollmann, T.: E-Entrepreneurship: Grundlagen der Unternehmensgründung in der Digitalen Wirtschaft, 6. Auflage, Wiesbaden 2016

    Osterwalder, A.; Pigneur, Y.: Business Model Generation, Hoboken 2010

    Osterwalder, A.; Pigneur, Y.: Value Proposition Design, Hoboken 2014

    Ries, E.; The Lean Startup, London 2011

    Rosenboom, P.: Harvesting: the Exit, in Alemany, L.; Andreoli, J. (Hersg.): Entrepreneurial Finance, Cambridge 2018

     

    Literatur Mergers & Acquisitions:

    Ballwieser: W. Unternehmensbewertung - Prozeß, Methoden und Probleme, 5. Auflage, Stuttgart, 2016

    Berens, W.; Brauner, H. U. (Hrsg.): Due Diligence bei Unternehmensakquisitionen, 7. Auflage, Stuttgart 2013

    Drukarczyk, J.; Schüler, A.: Unternehmensbewertung; 7. Auflage, München 2016

    Hölters, W. (Hrsg.): Handbuch des Unternehmens- und Beteiligungskaufs, 6. Auflage, Köln 2005

    Feix, T.; Büchler, J.-P., Straub, T.: Mergers & Acquisitions – Erfolgsfaktoren für mittelständische Unternehmen, Freiburg 2017

    Hofnagel, J. R.:  Die Suche nach dem „passenden“ Finanzinvestor – Empfehlungen für die beratende Begleitung von Unternehmensverkäufen, in: BeraterBrief Betriebswirtschaft (BBB), Heft Nr. 3, 2007, S.75-82

    Hofnagel, Johannes R.: Verkauf von Unternehmensteilen bzw. des Unternehmens als Sanierungsoption, in: Haarmeyer, Hans (Hrsg.), Sanierungs- und Insolvenz-management II – Grundlagen und Methoden, 2009, S. 309-396.

    Jansen, S. A.: Mergers & Acquisitions – Unternehmensakquisitionen und –kooperationen, 6. Auflage, Wiesbaden 2016

    Lucks, K.: M&A-Projekte erfolgreich führen – Instrumente und Best Practices, Stuttgart 2013

    Peemöller, V. H. (Hrsg.): Praxishandbuch der Unternehmensbewertung, 6. Auflage, Herne/Berlin 2015

    Picot, G. (Hrsg.): Handbuch Mergers & Acquisitions – Planung, Durchführung, Integration, 5. Auflage, Stuttgart 2012

    Wirtz, B. W.: Mergers & Acquisitions Management – Strategie und Organisation von Unternehmenszusammenschlüssen, 3. Auflage, Wiesbaden 2014

    Human Resource Management
    • PF
    • 4 SWS
    • 6 ECTS

    • Number

      98260

    • Language(s)

      en

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional Competencies

    2.1.1 Knowledge 

    The students can/know/apply

    • the importance and relevance of Human Resource Management (HRM) concepts and techniques

    • core activities of the management process within HR, such as planning, organizing, staffing, leading and controlling

    • key functions of HRM like employee planning and recruitment, selection of job candidates, onboarding, compensation and benefits, performance management and appraisal, communication (such as interviewing, counseling, disciplining), training and development and building employee relations and engagement

    • build an effective human resource organization by considering modern technology and measurement systems to build high-performance work environments

    • approaches of HRM in small and entrepreneurial firms

    • manage global human resources in terms of international HRM in multinational corporations

    • competencies and skills to manage oneself as HR manager, e.g. leadership, ethical practices, business acumen, provide guidance and evaluation

    2.1.2 Skills 

    The students can/know/apply

    • manage varying HR-specific challenges by applying adequate tools and methods in different HR functions (identifying HR competencies, job analysis, job description, recruitment, selection, performance management etc.)

    • good practices of establishing efficient HRM processes to support strategic and operational company goals

    • methods and techniques used in employment planning, forecasting and recruiting incl. aspects of diversity

    • practical guidelines for appraising performance, career and retention management

    • how to conduct job evaluations and establish strategic and market competitive pay plans improving employee engagement and performance including benefits and services

    • concepts and strategies of building cooperative labor relations and ethical behavior

    • deal with cultural influences on international HRM and adapt HRM activities to intercountry differences

    • develop tailored concepts for the organization of HRM in small and medium as well as corporate enterprises

    2.2 Personal Competencies

    2.2.1 Social Competencies

    The students can/know/apply

    • tools and methods of HRM for varying strategic and operational business challenges

    • actively contribute to HRM initiatives and processes within national and international operating companies

    • understand and interpret information to provide guidance to the organization

    • consider and integrate perspectives of different parties and stakeholders

    • understand and manage themselves as part of a diverse team, as leader, expert, communicator, consultant, facilitator, evaluator, collective bargainer etc.

    2.2.2 Autonomy

    The students can/know/apply

    • analyze and decide on appropriate application of HRM tools and methods

    • apply, reflect and further develop basic and advanced concepts and techniques of HRM 

    • establish continuous process improvements as well as innovative and future-oriented approaches to HR-specific challenges including organizational changes due to digital transformation processes

    • integrate their experiences and HRM skills into fundamental organizational and business practices

    Contents

    • Introduction to Human Resource Management

    • Human Resource Planning

    • Recruiting (employer branding, employee selection)

    • Training and development 

    • Performance management and appraisal

    • Career management and retention

    • Compensation and benefits

    • Labor Relations 

    • International HRM 

    • HRM in small and medium sized enterprises and corporate companies

    Teaching methods

    Lectures and exercises, case studies, problem based learning, single/partner/group work, role plays, presentations, discussion, field trip

    Participation requirements

    Formal: -

    Knowledge and Competencies: -

    Forms of examination

    Continuous assessment within the course (100%, e.g. homework, group work, term paper, presentations, case studies)

    Requirements for the awarding of credit points

    Successful completion of examination and assessment in course (presentation individual / group)

    Applicability of the module (in other degree programs)

    M.A. Business Management, M.A. International Management, M.Sc. International FACT

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    • Dessler, G. (2019): Human Resource Management, Global Edition, 16th edition: Pearson

    • Dessler, G. (2015): Fundamentals of Human Resource Management, Global Edition, 4th edition: Pearson

    • Torrington, D. / Hall, L. / Atkinson, C. / Taylor, S. (2017): Human Resource Management, 10th edition: Pearson

    • Ulrich, D. / Younger, J. / Brockbank, W. / Ulrich, M. (2012): HR from the outside in, McGraw-Hill

    • Wilton, N. (2019): An Introduction to Human Resource Management, 4th edition: Sage

    Managing Global Business Projects
    • PF
    • 4 SWS
    • 6 ECTS

    • Number

      98290

    • Language(s)

      en

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional Competencies

    2.1.1 Knowledge

    The students know

    • The core issues of a project and various types of projects.

    • The phases and knowledge areas of project management

    • The core issues of goal, scope, time, cost and risks.

    • The main methods and tools for project planning and controlling especially for global projects

    • The different project organizational set-up for local and / or global projects

    • The environmental factors for global business projects

    • The concept of stakeholders and the roles of stakeholders in a project.

    • criteria for success and failure in projects particularly in global environments

    • The meaning of country and project culture

    • The main global and international standards for project management

    • HR related project management topics (e.g. assignment of an international team)

    • Communication aspects incl. methods and tools in a global project

     

    2.1.2 Skills

    The Students can apply / are able to

    • analyze and develop goals, scopes, schedules, cost plan, risk registers and baselines

    • identify stakeholders and their roles

    • analyse and characterize the project organization

    • analyse and characterize the context of a global project (environmental factors) including cultural dimensions

    • analyse and characterize different stakeholder groups in a global project

    • analyse and characterize the team structure of a global project incl. assignment procedures

    • analyze and develop a communication plan for global projects

    • analyze and apply main methods and tools for project planning and controlling especially for global projects

     

    2.2 Personal Competencies

    2.2.1 Social Competencies

    The Students can/know/apply

    • 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 based upon appropriate policies and strategies,

    • handle complexities while working in global teams,

    • detect the HR competencies needed in a project or in an organization,

    • develop team competencies among the members, supported by games, like Tower Building, that are part of the course

     

    2.2.2 Autonomy

    The Students can/know/apply

    • manage and transform work or study contexts that are complex, unpredictable and require new strategic and / or operational approaches,

    • reflect strategic and operational challenges of a global project in the background of social values,

    • the interplay between economic regulation and institutional framework and the strategic outline of a company and is able to derive an own mind on it,

    • work out independent projects and ideas and can do what is necessary to carry out a sustainable management initiative

    Contents

    This module focuses on the core issues of business projects and project management in a global environment. Apart from general project management processes, methods and tools the typical challenges, approaches and methods and tools for global business projects are presented and applied by the students. In this module students learn how to set-up global business projects and apply corresponding methods and tools for scope, time, cost, resources, risk, organization and communication management.

    The intention of the course is to guide the students through the whole project management process (initiating, planning, controlling and closing) for global business projects using a global business project case. For each management step the students are introduced to the relevant theoretical concepts. They apply the concepts to the case study. This guides them into a deep understanding of the different concepts. Based on that experience the students are doing a literature review on recent developments in project management research for the specific project management element. Based on the theoretical knowledge from the lectures and the practical experience from the case study they are able to do a qualified evaluation of the respective field of research.

    Further cases are analyzed and discussed in order to develop an understanding of global business projects. 

    As part of the case a project plan is developed in group work sessions. This helps the students to understand the different roles in planning and controlling area and to find a consensus on their view of the project. During this process they learn to see the project plan as a tool for communication and alignment rather than a pure documentation. This is an important element of global projects 

    Furthermore, in global projects, people from various cultures cooperate and many differing views on values, methods, procedures etc. come together. Cultural backgrounds are therefore a factor to be considered in global projects and common views on approaches and practices are not necessarily shared by team members but have to be negotiated. This module also encompasses the cultural aspects of project management. In order to develop the students' insight into the potential impact of culture on project management, descriptions of the management styles, methods and procedures prevalent in various cultures are studied and compared critically. The classical etic approaches with an emphasis on Hofstede's dimensional classifications are applied to project management. Descriptions of the management styles, methods and procedures prevalent in various cultures are consequently analyzed in terms of Hofstede's classification of cultural dimensions. 

    Furthermore the module shows how project management is shaped by project management associations (PMI®, IPMA®, OGC®, etc.), international standards, certificates, etc., and introduces these organizations, standards and certificates.

     

    Summarized the module shows how global business projects can be managed from different point of views (organizational view, people view, cultural view, methods and tools view, and standard view).

     

    The learning outcomes within the standards of European Qualification Framework (EQF) are defined and documented for the Knowledge, skills and competence levels. The objectives are to enable students to explain concepts of project management and to consider the challenges in global business projects. At skills level, they will be able to detect, develop and apply tools and techniques for project management for global business projects. The students will also develop competence to analyze and develop new concepts for global project management. They understand the connections to other areas of the international management.

    Teaching methods

    Lectures incl. practitioners' best practices, seminar, case studies, presentations, results-oriented presentations in oral and written form

    Participation requirements

    Formal: none

    Knowledge and Competencies:  Basis project management knowledge (phases and knowledge areas as well as main methods and tools of project management)

    Forms of examination

    • examination (90 minutes) (50%) and 

    • Continuous assessment (coursework assignment, presentation) (50%)

    Requirements for the awarding of credit points

    Successful completion of examination and successful continuous assessment during the semester (Presentation etc.)

    Applicability of the module (in other degree programs)

    M.A. Business Management, M.A. International Management, M.A. European Master in Project Management

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    • Armstsrong, M.:. Armstrong’s Handbook of Human Resource Management Practice; Kogan Page, 2012

    • Bhagat, Rabi S.; Steers, Richard M. (eds.): Cambridge Handbook of Culture, Organizations, and Work. Cambridge University Press, 2009

    • Frigenti, Enzo; Cominos, Dennis: The Practice of Project Management, 2nd edition, Kogan Page, 2006

    • Gerais, Roland: Happy Projects!: Project and programme management. Project portfolio management. Management of the project-oriented organization. Management in the project-oriented society, MANZ'sche Wien, 2005

    • Hedeman, Bert, e.a: Project Management Based on PRINCE2®, Van Haren Publishing, 2009

    • Hofstede, Geert; Hofstede, Gert Jan; Minkov, Michael: Cultures and Organizations: Software for the Mind, Third Edition. Mc-Graw-Hill, 2010

    • Larson, Gray: Project Management - the Managerial Process, 4th edition, McGraw Hill, 2010

    • Lientz,  Bennet; Rea,  Kathryn: International Project Management, Routledge Verlag, 2012

    • Morris, Peter W.G.; Pinto, Jeffrey K. (eds.): The Wiley Guide to Managing Projects, John Wiley, 2007

    • Nakata, Cheryl (ed.): Beyond Hofstede: Culture Frameworks for Global Marketing and Management. Palgrave, 2009

    • Project Management Institute: PMBOK® - 5th edition, PMI®, 2012

    • Scott,  W. Richard; Levitt,  Raymond E.; Orr, Ryan J.: Global Projects; Cambridge University Press

    • Schelle, Heinz; Ottmann, Roland; Pfeifer, Astrif: Project Manager, GPM, Nuremberg 2006

    Aktuelles Thema
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      984091

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    Background: This compulsory elective module is intended to enable the head of degree program, in coordination with the Dean's Office, to approve special and usually one-off WPM courses on current topics, e.g. based on changes in the law, technological developments or economic situations ("crisis"). Such flexible offers were requested by some subject groups and can also be considered across subject groups (e.g. business administration + economics or business administration + law). The offer of a compulsory elective module via participation in the Ruhr Master School (RMS) can also be provided as a "current topic".

    The students know the context and the basic theories of the "current topic", develop possible solutions for the "novel" problem and  also practice innovative research methods, independent learning, group work and presentations.

    Contents

    The content and form (seminar or block) of the courses must be specified in good time by the lecturers offering them and announced in a module description.

    Teaching methods

    Powerpoint-supported, dialog-oriented events with practical examples.

    Accompanying compulsory reading of specified sources as well as independent research on current topics and practical problems or applications.

    Group work, moderated discussion, "learning by doing", independent preparation of papers, presentation of papers and group results under time restrictions.

    It is advisable to invite external experts to give lectures or to participate in the courses as lecturers.

    Participation requirements

    Formal: None

    Content: To be specified by the lecturers

    Forms of examination

    Exam at the end of the semester and, if applicable, an examination during the semester

    Requirements for the awarding of credit points

    Passed module exam and successful seminar performance during the semester

    Applicability of the module (in other degree programs)

    M.Sc. FACT, M.Sc. FACT - Controlling & Digitalization

    Literature

    Veranstaltung muss von der Studiengangsleitung in Abstimmung mit dem Dekanat genehmigt werden!

    Aktuelles Thema: Research Methodology Seminar
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      9840911

    • Duration (semester)

      1

    Competing in Global Markets
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      984001

    • Language(s)

      en

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional Competencies

    2.1.1 Knowledge

    The students know how to

    • deal with strategic, organizational, personal, and cultural parameters of differences between markets and within companiesesp. with a focus on mid-sized world-market leaders (hidden champions),

    • apply a comprehensive set of diversity related management models and instruments in a complex and multinational business context,

    • gather and structure qualitative and quantitative data and compose (hybrid) research datasets for analysis and interpretation of effective business development,

    • develop and apply advanced strategies for value creation in multinational mid-sized companies and measure the success of defined strategies and the underlying patterns of strategic development.

     

    2.1.2 Skills

    The students are able to

    • describe the frameworks and models used in international strategy analysis and explain the academic reasoning underlying them,

    • select and apply appropriate empirical research methods of qualitative (e.g. expert interview), quantitative (e.g. survey) or mixed (qualitative / quantitative) kind for investigation of current research questions in the field of global growth in mid-sized companies,

    • use a comprehensive set of problem-solving skills required in international management in order to understand and analyze diverse global markets,

    • apply quantitative tools for data analysis in different regional and local economic settings and business opportunities,

    • develop generic skills for future employment and professional development.

     

    2.2 Personal Competencies

    2.2.1 Social Competencies

    The students can

    • deal with ambiguity in the analysis of data from different sources with conflicting possible interpretation,

    • coordinate cross-functional teams in a results-oriented fashion and manage trade-offs as well as conflicting objectives and opinions,

    • present and prudently defend individual and team results in a complex and demanding 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 the context of particular companies, situations and environments.

     

    2.1.2 Autonomy

    The students can

    • manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches,

    • reflect operational challenges of a company in the background of diverse international business contexts,

    • analyze the different levels and dimensions of strategic issues facing a selected case company in a logical and disciplined manner,

    • work independently under pressure of time and make strategic decisions on the organization of their work. 

    Contents

    The course is designed to discover best practices of the world's most successful mid-sized market leaders (hidden champions) and to decode their strategic patterns of development in global markets with lessons that can be applied in any type of organization, large or small. The use of case studies and practitioner speeches allow for a deep understanding of the impact of globalization and information technologies on the prospects of smaller companies. Expert interviews and company visits allow for a grounded learning approach including field research activities on the drivers of growth i.e. innovation and internationalization of mid-sized world-market leaders. The business focus is on industries in transformation such as automation and robotics, machinery and equipment engineering and manufacturing, automotive and food.  

     

    Students are required to manage companies from different geographic regions and starting with different resource configurations in a limited market environment that requires the internationalization of business activities. Students face several challenges and will deal with a comprehensive set of frameworks and topics including:

    • analysis of diverse markets and global / local competitors,

    • development of differentiated global / regional strategies,

    • configuration of the global value chain architecture,

    • active portfolio management of geographies, products, services, patents, technologies and applications,

    • assessment of risks in international business,

    • management of competitive actions in multiple markets.

    Teaching methods

    • Interactive lecture

    • Literature reviews

    • Databank research

    • Case studies

    • Practitioner speeches 

    • Company visits

    • Applied field research in cooperation with hidden champions

    • Results-oriented presentations in oral and written form

    The module might take place as a (semi) block course.

    Participation requirements

    Formal: -

    Knowledge and Competencies: Successful completion of Module 1: Strategic Management

    Forms of examination

    • Academic term paper / applied research paper (75%) 

    • Presentation of research results approx. 15 minutes (25%)

    Requirements for the awarding of credit points

    • Academic term paper / applied research paper

    • Presentation of research results (individual / group)

    Applicability of the module (in other degree programs)

    M.A. Business Management, M.A. International Management

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    • Büchler, J.-P. (2018) Fallstudienkompendium Hidden Champions – Innovationen für den Weltmarkt, Springer Gabler.

    • Daft, R.L. / Murphy, J. / Willmott, H. (2020) Organization Theory & Design: An International Perspective, Cengage Learning.

    • Ghemawat, P. (2007). Redefining Global Strategy: Crossing Borders in a World Where Differences Still Matter. Harvard Business School Publishing. 

    • Kazuyuki, M. (2015) Global Business Strategy – Multinational Corporations Venturing into Emerging Markets, Springer Open.

    • Morschett, D. / Schramm-Klein, H. et al. (2015) Strategic International Management: Text and Cases, Springer Gabler.

    • Purc, D. / Lalic, A.B. (2021) Hidden Champions in Dynamically Changing Societies: Critical Success Factors for Market Leadership, Springer Gabler.

    • Segers, R.T. (2016) Multinational Management: A Casebook on Asia´s Global Market Leaders, Springer Gabler.

    • Simon, H. (2009) Hidden Champions of the 21st Century - The Success Strategies of Unknown World Market Leaders, Springer Gabler.

    • Simon, H, (2022) Hidden Champions in the Chinese Century – Ascent and Transformation, Springer Gabler.

    Corporate Sustainability
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      98270

    • Duration (semester)

      1

    Digital Skills
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      984013

    • Language(s)

      en

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional Competencies

    2.1.1 Knowledge 

    The students know and understand

    • the core aspects, concepts, methods and principles of the technologies digital twin and artificial intelligence, 

    • the areas of application of the methods of machine learning and simulation for companies, 

    • process models in digitization projects and simulation projects

     

    2.1.2 Skills 

    The students can

    • explain the basics of digital twins and artificial intelligence

    • name and classify their methods

    • assess suitability and maturity for business use cases

    • assess the relevance, opportunities, risks and limitations of use in for business use cases 

    • solve smaller, application-related problems with selected technologies

    • identify required skills and competences in the company upon introduction

     

    2.2 Personal Competencies

    The students

    • develop an attitude towards the technologies of digital twins and artificial intelligence and their methods

    • can deal with complexities when working in groups

    • are able to present and defend team results in a complex and demanding environment

    The students can

    • cope with complex tasks

    • work on case studies independently and in groups in a targeted manner

    Contents

    Digitization, the Internet of Things and Industry 4.0 will significantly change companies and supply networks. The basis for a sustainable competitiveness are smart products, innovative services and new business models based on digital technologies. 

    Two core concepts of digitalization are Digital Twins and Artificial Intelligence. The digital twin promises to offer a real-time, always up-to-date, digital model of physical resources (machines, employees) and processes. It allows to determine relevant KPI and to forecast developments, e.g. by use of simulation techniques.

    Artificial intelligence is not only found in technologies such as autonomous vehicles, smart production machines and speech recognition, but also in sales forecasting, supply chain risk management, quality control, marketing and many other business tasks.

    Consequently, both concepts hold many opportunities, but in order to apply these in a targeted manner and to derive recommendations for the necessary skills and abilities of the employees, it is necessary to gain an insight into the underlying technologies and to identify the success factors as well as risks and limitations.

    This course offers a case study-based, application-centered introduction to both technologies for students with a business background. 

    After an introduction to the concepts of digital twins and artificial intelligence, possible applications in the business environment are discussed. Following, the basics of simulation are imparted. The students work on case studies using the popular simulation software Anylogic. 

    In the artificial Intelligence part, a technical overview of the common methods of artificial intelligence is given and small, basic case studies on selected methods are worked on in groups using a Python environment. In contrast to other, more statistically or technical oriented modules, the focus in this module lies on machine learning, i.e. cluster and classification methods, such as those used in supply chain management for supplier or customer classification, in quality management for error detection or in risk management for bottleneck forecasting.

    Lecture Structure

    • Digital twin and artificial intelligence 

      • Basic concepts, principles, and methods

      • Areas of application of the methods of machine learning and simulation within companies

    • Digital twin and simulation 

      • Introduction, digitization projects and simulation projects 

      • Basics of simulation with Anylogic

      • Case studies 

    • Artificial intelligence

      • Introduction to AI and machine learning

      • Basics of programming in Python

      • Supervised learning: principles, applications and case studies 
         (Nearest Neighbor, Decision Trees, Neural Nets)

      • Unsupervised learning: principles, applications and case studies
         (k-Means, hierarchical clustering) 

    • Summary

      • Suitability and maturity of concepts and methods

      • Relevance, opportunities, risks and limitations in applications

      • Required skills and competencies

    Note: 

    • This course includes an introduction to the simulation software Anylogic. The software will also be applied for a case study in Module 9_10 Supply Chain Process Improvements (Code Number 984012). 

    • This course includes an introduction to programming in Python. Python will also be applied for a case study in Module 7 SCM Applications (Module Number 98251).

    Teaching methods

    • Lectures introducing concepts, methods and tools

    • Online courses introducing programming concepts

    • Group work to practice methods and to work on case studies 

    • Guest lectures

    Participation requirements

    Formal: none

    Knowledge and competencies: none 

    Forms of examination

    • 50% contributions within the course (homework, group work, presentations, case studies)

    • 50% written or oral examination at the end of the course

    Requirements for the awarding of credit points

    In total a required minimum level has to be achieved in all above named parts of the assessment (typically 50%).

    Applicability of the module (in other degree programs)

    M.Sc. Digital Transformation

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    Ertel, W. (2021): Grundkurs Künstliche Intelligenz - Eine praxisorientierte Einführung, Springer Fachmedien Wiesbaden GmbH

    Freitag, Kotzab, Megow: Dynamics in Logistics, Springer 2021

    Frochte: Maschinelles Lernen: Grundlagen und Algorithmen in Python, Hanser, 2021

    Göpfert: Logistik der Zukunft, 8. Auflage, Springer Gabler, 2019

    Gutenschwage, Rabe, Spiekermann, Wenzel: Simulation in Produktion und Logistik, Springer, 2017

    Kubat: An Introduction to Machine Learning, Springer 2021

    McKinney, W. (2012). Python for data analysis: Data wrangling with Pandas, NumPy, and IPython. O'Reilly Media. 

    Müller: Introduction to machine learning with Python. O'Reilly Media, 2016

    Norvig, P., Russel, S. (2021): Artificial Intelligence, Harlow Pearson Educations

    Wagner: Industrie 4.0 für die Praxis, Springer Gabler, 2018

    Winkelhake, U.: The Digital Transformation of the Automotive Industry, Springer International Publishing, 2018

    International Markets & Institutions
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      984010

    • Language(s)

      en

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional Competencies

    2.1.1 Knowledge

    The Students can/know/apply

    • the most recent developments in institutional economics,

    • the basic instruments of institutional analysis like opportunity costs, asset specificity, opportunism, transaction costs,

    • the meaning of the institutional framework of a society for economic development, growth and welfare,

    • the relevance of the institutional environment for operational success and strategic setting of multinational enterprises,

    • basic instruments of institutional analysis to real institutional networks like societies and/or regions of economic integration, and

    • selected models of strategic business management to real institutional frameworks.

     

    Part a.) Theoretical framework: A systematic study of institutions that underpin political, social, and economic interactions is crucial for getting an understanding of how differences between markets and societies affect operations and strategic direction of a multinational enterprise. The first part of this course therefore starts with an examination of how formal and informal legal structures protect property rights and enforce contracts. It shows how constitutions, legislative and case law, as well as arbitration and other mechanisms of private order contribute to the efficiency of these structures. In addition, it deals with the study of the networks that constitute the structure of social interactions and the norms that govern their function. Finally, the workings of these institutions and organizations in different cultures is analyzed and compared across societies. It will be shown that each society has worked out its own institutional structure and network to be known and to be taken into account for successfully performing cross border operations and strategies.

     

    Students will not only learn to systematically classify and to capture these coherencies but as well learn how to anticipate them in the context of different market strategies. In addition, this part describes how a wide range of players (organizations) private businesses, policy makers, interest groups and others are involved in the process of designing these market environments. The teaching method of this part will consist of a mixture of lectures and seminars.

     

    Part b.): Case based applications: Case based applications will accompany the study of the major theoretical approaches and models of institutional economics. The course aims to make use from a wide range of types of case studies. Smaller incident and background cases shall illustrate a concept or a method or convey information on a given institutional framework of a market. In exercise cases students will apply a specific concept or technique that has been explained in the lecture. Complex cases are considered to become part of the module as well. In these cases students are required to work on more complex assignments where students have to pay attention to possible interdependencies embodied in the case. Case work for complex cases may last over a longer period of time, may be team work, and may end up in a conference-style presentation event.

     

    2.1.2 Skills

    The Students can/know/apply

    • sophisticated methodological tools from institutional economics like transaction cost analysis, asset specificity, governance, rent-seeking and commitment as well as selected topics from game theory for analyzing different institutional settings,

    • use these instruments comprehensively for the whole institutional range of an institutional network, i.e. economic, legal and social institutions, 

    • discretely analyze and assess the institutional terms of real institutional networks by applying these tools to real markets,

    • use tools and instruments of institutional analysis for the benefit of multinational companies operating in international markets,

    • transform quantitative and qualitative data regarding the institutional setting of a relevant institutional network into metrics supporting managerial decision making.

     

    2.2 Personal Competencies

    2.2.1 Social Competencies

    The Students can/know/apply

    • due to team oriented case study work being a part of this course, reflect, assess and illustrate their knowledge of and their findings on real institutions in teams, 

    • lead and coordinate teams in a results-oriented fashion,

    • present and prudently defend team results in a complex and demanding environment.

     

    2.2.2 Autonomy

    The Students can/know/apply

    • reflect the meaning of social, economic, legal and political institutions for economic development, growth and welfare of a society, 

    • manage and transform the theoretical issues of this course with regard to complex and diffuse institutional settings (e.g. a new market region) in order to generate new strategic directions,

    • reflect challenges of a company in the background of the institutional setting of a market,

    • the interplay between economic regulation and institutional framework and the strategic outline of a company and are able to derive an own mind on it,

    • work out independent ideas and can transform these into a sustainable management initiative.

    Contents

    Part a.): Theoretical Framework

    • A primer in institutional economics

    • Why institutions matter 

    • Static efficiency vs. dynamic efficiency

    • Institutions and economic development

    • Agency and structures

    • Logic of institutions: a game theoretical view

    • Some basics: convergence, coordination, commitment

    • Institutions as commitment devices

    • Institutions as information-enhancing devices

    • Repeated coordination

    • Institutional framework of a society

    • Stylized economic systems

    • Property rights

    • Public governance structure and public choice

    • Comparative institutional analysis and institutional development

    • Differences in economic systems

    • Review of empirical studies

    • Institutions and strategic international management

    • Economic institutions and strategic management

    • Local institutions and global strategy

    • CAGE framework analysis

    • Augmented competition analysis

    Part b.): Case based applications

    • Spotting institutional voids

    Further freshest case topics related to institutional economics and management

    Teaching methods

    • Lectures,

    • Seminar,

    • Case studies

    • Results-oriented presentations in oral and written form

    Participation requirements

    Formal: none

    Knowledge and Competencies: none

    Forms of examination

    • Exam (50 %)

    • Case work / presentation (40%)

    • Oral participation (10%)

    Requirements for the awarding of credit points

    Minimum achievement of 50 percentage points - calculated as the sum of the achievements in the assessment areas above.

    Applicability of the module (in other degree programs)

    M.A. Business Management, M.A. International Management, M.Sc. International FACT

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    • Acemoglu, D., Robinson, J. A. (2012), Why Nations Fail: The Origins of Power, Prosperity and Poverty, Profile Books. 

    • Brousseau, E., Glachant, J.-M. (2008, eds.), New Institutional Economics – A Guidebook, Cambridge. 

    • Dixit, A. K., Nalebuff, B. J. (1991), Thinking Strategically: The Competitive Edge in Business, Politics, and Everyday Life, W. W. Norton & Company.

    • Erlei, M. , Leschke, M., Sauerland , D. (2010), Neue Institutionenökonomik,  2nd ed., Schäffer-Poeschel. 

    • Fleisher, C. S., Bensoussan, B. E. (2015), Business and Competitive Analysis: Effective Application of New and Classic Methods, 2nd ed., Pearson Education.

    • Furubotn, E. G., Richter, R. (2005), Institutions and Economic Theory. The Contribution of the New Institutional Economics, 2nd ed., University of Michigan Press. 

    • Ghemawat, P. (2007), Redefining Global Strategy: Crossing Borders in A World Where Differences Still Matter, Harvard Business Review Press. 

    • Gronewegen, J., Spithoven, A., van den Berg, A. (2010), Institutional Economics: An Introduction, Palgrave Macmillan. 

    • Hall, P. A., Soskice, D. (2001), Varieties of Capitalism: The Institutional Foundations of Comparative Advantage. Oxford University Press.

    • Kasper, W., Streit, W. E., Boettke, J. (2012), Institutional Economics – Property, Competition, Policies, Edward Elgar. 

    • Khanna, T., Palepu, K. G. (2010), Winning in Emerging Markets: A Road Map for Strategy and Execution, Harvard Business Review Press.

    • Lynch, R. (2018), Strategic Management, 8th ed., Pearson.

    • Morgan, G., Campbell, J. L., Crouch, C., Pedersen, O. K., Whitley, R. (2011, eds.), The Oxford Handbook of Comparative Institutional Analysis, Oxford University Press.

    • Rasmusen, E. (2014), Games and Information: An Introduction to Game Theory, 4th ed., John Wiley & Sons.

    • Voigt, S. (2019), Institutional Economics, Cambridge University Press.

    • Wall, S., Minocha, S. Rees, B.  (2010), International Business, 3rd ed., Pearson.

    Project Planning and Controlling
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      984006

    • Language(s)

      en

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional Competencies

    2.1.1 Knowledge 

    Project Planning and Risk Management

    The students can

    • describe the processes of project planning,

    • explain the concept of a project manual according to IPMA,

    • explain the differences and similarities to other standards, especially PMI,

    • know the concept of work breakdown structure,

    • know the concept of a Gantt chart,

    • explain and apply the concept of Critical Path and Critical Chain,

    • explain the concept of a milestone and a milestone checklist,

    • explain the main concepts of risk management

    • know the FMEA as a tool and probabilistic methods

    • explain the incorporation of risks into project plans,

    • explain consequences of large projects for project planning.

     

    Project Controlling

    The students are able to explain 

    • core issues of

      • scope control,

      • time control,

      • cost control,

      • risk control,

      • decision taking tools (short or long-term projects).

     

    • the core concepts of earned value management and its main parameters,

    • the Schedule Variance (SV) in detail,

    • the Time Variance (TV) in detail,

    • the Cost Performance Index (CPI) in detail,

    • the Schedule Performance Index (SPI) in detail,

    • further indexes of earned value analysis.

     

    2.1.2 Skills 

    Project Planning

    The students are able to 

    • develop a project manual according to IPMA,

    • align running activities in developing a project manual,

    • develop a WBS, a Gantt chart and a resource plan,

    • apply tools like MS Project, MS Excel and the @risk tool

    • apply FMEA

    • integrate risk estimates into a project plan,

    • detect the critical path in a project and assess the sensitivity of the critical path to network changes,

    • transfer the information from the case study into a project plan,

    • decide about the important and irrelevant parts of a case study,

    • handle complexities while working in international teams.

     

    Project Controlling and Risk Management

    The students are able to

    • analyse progress based on the work breakdown structure and check project scope,

    • derive a Milestone Trend Analysis and Gantt chart progress and check project time results,

    • analyze data to derive controlling indices,

    • calculate the Schedule Variance (SV),

    • calculate the Time Variance (TV),

    • calculate the Cost Performance Index (CPI),

    • calculate the Schedule Performance Index (SPI),

    • calculate Estimated-at-Completion (EAC),

    • calculate Estimate-To-Completion (ETC),

    • perform NPV-calculations to support project decision

    • collect the results in a project status report.

    • Prepare own and idividual project reports

     

    2.2 Personal Competencies

    2.2.1 Social Competencies

    Project Planning and Controlling

    The Students can lead teams and contribute to teams in a supportive way to reach the team-result. The students is able to handle international tasks (international projects) in international teams (group of students) to achieve the set goal of the given task of professor. The students develop team competencies among the members, supported by business cases that are part of the course. 

     

    2.2.2 Autonomy

    Project Planning and Risk Management

    Students can develop comprehensive project management material based on their own assessment and judgement. They are able to communicate it to others, convince them and defend their decisions.

     

    Project Controlling

    The Students can apply the NPV-Calculation to a project and find their own way to recommend a project to be implemented or not. Students find their own way to create a Controlling-Cockpit and install the needed reports whatever background the project has (profit-oriented or not profit-oriented).  

    Contents

    Project Planning & Risk Management

    This course focuses on the development of the project plan. Project planning is one of the core activities in project management. It is not just something done before starting the project but a "living" document. The project plan is a tool for managing the project and used for various tasks (e.g. communication, controlling, accounting). Project planning involves the consideration of time/schedule, cost and resources. Additionally, quality and risks are important topics. The parameters are interdependent and changing during project runtime. Project planning has to reflect these dynamics.

     

    The intention of the course is to guide the students through a project planning process. Used as case studies are the planning framework of IPMA, and the planning of a real project case according to IPMA standards. For each planning step the students are introduced to the relevant theoretical concepts. This involves concepts going beyond the scope of the standard, e.g. critical chain project management or modern project cycle models. They apply the concepts to the case study. This guides them into a deep understanding of the different concepts.  

     

    A very important part of the project planning (which is not reflected in the IPMA compliant project manual) is the risk management and planning. Risk models and risk classifications form the basis of the risk identification. Risk assessment is done based on tools (especially FMEA) and probabilistic methods. Furthermore, risks are incorporated into schedules and financial plans and the effect is evaluated with Monte Carlo simulations of the plans. Risk contingency and monitoring plans conclude the area of risk management.  

     

    An IPMA compliant project manual is developed in group work sessions. This helps the students to understand the different roles in planning and to find a consensus on their view of the project. During this process they learn to see the project plan as a tool for communication and alignment rather than a pure documentation. Relevant aspects of the planning process are compared to the situation in other domains apart from the case study.

     

    Project Controlling

    Project controlling consists of activities, methods and tools performed to observe project execution, so that potential problems can be identified in a timely manner and corrective action can be taken. It includes as well the support of decision taking - so controlling starts already by supporting the management to do the right projects. 

     

    The key benefit is the regular observation and measurement of project performance to identify variances from the project management plan.

     

    Project Controlling includes:

    • Controlling and Project Controlling (theory)

    • Decision taking (what to do)

    • Measuring the ongoing project activities (where we are),

    • Monitoring the project variables (scope, cost, time etc.) against the project management plan and the project performance baseline (where we should be) by the help of reporting tools and Earned Value Management

    • Identify corrective actions to address issues and risks properly (How can we get on track again),

    Influencing the factors that could circumvent integrated change control so that only approved changes are implemented.

    Teaching methods

    Project Planning and Risk Management

    Based on a case study students will be guided through the development of a project manual. Breakout sessions on more advanced concepts complement the process.

     

    Project Controlling

    Lectures incl. practitioners' best practices, Interactive case studies, Seminar, Case studies, Results-oriented presentations in oral and written form, calculations in Excel to perform NPV calculations, goal seek to find out the IRR  

    • 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

    Participation requirements

    Formal: -

    Knowledge and Competencies: -

    Forms of examination

    • 25% contribution of an IPMA compliant project manual

    • 25% small written tests during the semester

    • 50% written examination at the end of the course (60 minutes)

    Requirements for the awarding of credit points

    Successful completion of examination, project manual as group work

    Applicability of the module (in other degree programs)

    M.A. European Master in Project Management, M.A. Business Management

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    Project Planning & Controlling

    • 1. PMBOK® - 5th edition, PMI® 2014.

    • ICB 4.0 - IPMA Individual Competence Baseline, Version 4.0, 2015.

    • 2. Kerzner, Harold: Project Management - A Systems Approach to Planning, Scheduling and Controlling, 12th edition, John Wiley, 2017.

    • Fleming,Quentin W.; Koppelman, Joel M.: Earned Value Project Management, PMI 2005, ISBN 1930699891.

    • Morris, Peter W.G.; Pinto, Jeffrey K. (eds.): The Wiley Guide to Managing Projects, John Wiley 2004.

    • Larson, Gray .: Project Management - the Managerial Process, 4th edition, McGraw Hill, 2010.

    • Turner, J. Rodney; Simister, Stephen, J.: Gower Handbook of Project Management, 3rd edition, Gower Hampshire, England, 2000.

    • Mulcahy, Rita: Risk Management, Rmc Pubns Inc, 2010, ISBN 1932735321.

    Quality Management and Standards
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      984011

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional Competencies

    2.1.1 Knowledge 

    Standards and Mainstreaming

    The students can explain

    • the core aspects of standards in general and in project management,

    • the core concepts of PMBOK (knowledge areas, process groups and processes - and important links among processes),

    • the concepts of ISO 21.500, 9000, ISO 14000, ISO 26000 and the links among these standards,

    • The main characteristics of The ICB concept

    • The main characteristics of PRINCE2

    • The main characteristics of SCRUM

    • the role of standards in the description and certification of competences,

    • The benefits of company project management standards

     

    Managing Quality 

    The students are able to explain 

    • core issues of quality management,

    • principles and process of quality management according to ISO,

    • the concept of a quality system,

    • structure and content of a quality manual,

    • concepts and processes of the knowledge area of quality in project management standards,

    • core methods and tools of quality management (cause-effects analysis, failure mode effects analysis, etc.),

    • methods and tools for the description and for the development of processes (EPC, BPM, etc.).

    • relevant theories and concepts about TQM, Six Sigma, Lean Project Management and the Project Excellence Model

    • relevant concepts and methods from recent and core project management and quality management publications 

     

    2.1.2 Skills 

    Standards and Mainstreaming

    The students are able to 

    • analyze standards, compare standards and detect gaps and weaknesses,

    • adapt standards and guidelines for projects based upon the international standards,

    • develop processes for project management and select and apply appropriate tools and techniques supporting these processes.

    • Apply standards in project management

     

    Managing Quality 

    The students are able to

    • apply methods and tools of quality management (cause-effects analysis, failure mode effects analysis, etc.) in selected cases,

    • apply methods and tools for the description and for the development of processes (EPC, BPM, etc.) in selected cases,

    • design a limited quality system in a case study

    • critically analyze and follow up on scientific publications in major project management and quality management journals

     

    2.2 Personal Competencies

    2.2.1 Social Competencies

    The Students can/know/apply

    • handle complexities while working in international teams,

    • Students develop an attitude to project management according to standards

    • Students show a quality attitude according to standards

    • Students manage projects based on structured and well defined processes and in depth analysis

    • Students can achieve high effectiveness and efficiency in running complex projects

    • a deep understanding of the core competencies according to Project Management Standards (PMBoK; ICB or similar standards) 

     

    2.2.2 Autonomy

    The Students can/know/apply

    • manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches,

    • reflect operational challenges of a company in the background of social values,

    • the interplay between economic regulation and institutional framework and the strategic outline of a company and is able to derive an own mind on it,

    • work out independent projects and ideas and can do what is necessary to carry out a sustainable management initiative

    Contents

    Standards and Mainstreaming

    This course is a core element of the study program with strong links to most other courses. The course gives an overview of standards in general and going on with important standards in project management. Standards of the International Organization for Standardization, and standards of project management associations like IPMA, PMI, AXELOX, AIMP, and APM are discussed.

     

    The scope, the differences and the application of standards as well as the different project management approaches are in the focus of the course.

     

    This course mainly covers the following topics

    • Standards in general

    • Overview and differences of Project Management standards 

    • ISO 21.500

    • PMBOK

    • ICB 

    • Prince2

    • SCRUM

    • Further standards used in Project Management (ISO standards)

    • Characteristics of company standards

     

    Managing Quality

     

    This course provides an introduction to quality management. Principles of quality management shape project management, principles like: Customer focus, leadership, involvement of people, process approach, system approach to management, and factual approach to decision making. For some of these principles the core area is in other courses like MP06 on human resource management or MP14 on creativity and decision making. In MP08 there is a main focus on processes and systems. Methods and tools for the description of processes are analyzed and applied. Event process chains and business process management are included. Tools like ARIS, ARIS express, and Visio are used.

     

    Quality management is a knowledge area of project management according to PMBOK for example. Concepts and processes of this knowledge area are discussed.

     

    Quality management standards are discussed, the ISO9000 family and also EFQM. A special role plays ISO 10006 with guidelines for quality management in projects. In addition, concepts as Six Sigma, Total Quality Management, Lean Project Management and the Project Excellence Model will be introduced. 

     

    Quality management processes are developed in case studies, as well as modules of a quality system and a quality manual.

    In addition, special emphasis is laid on the modern understanding of quality management for projects based on scientific literature.

    Teaching methods

    Lectures incl. practitioners' best practices, Interactive case studies, Seminar, Case studies, (Short) presentations, Results-oriented presentations in oral and written form

    • Lectures introducing concepts, methods and tools

    • Group work to practice concepts and methods, to develop skills and to work on case studies

    • Semester assignments or scientific papers to add individual contributions

    • Presentations to communicate results

    Participation requirements

    Formal: -

    Knowledge and Competencies: -

    Forms of examination

    • 50% contributions within the course (homework, group work, presentations, case studies)

    • 50% written or oral examination at the end of the course

    Requirements for the awarding of credit points

    Successful completion of examination, Presentation (individual / group)

    Applicability of the module (in other degree programs)

    M.A. European Master in Project Management, M.A. Business Management

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    Standards and Mainstreaming

    • PMBOK® - 5th edition, PMI® 2013.

    • IPMA (2015), ICB 4.0 

    • Kerzner, Harold: Project Management, 10th edition, New York 2009.

    • Schelle, Heinz; Ottmann, Roland; Pfeifer, Astrid: Project Manager, GPM 2006.

    • http://agilemanifesto.org/iso/de/

    • ISO - selected documents.

    • AXELOS - selected documents

    • SCRUM Guide, 

     

    Managing Quality

    Most course materials are available in ILIAS (including quality management standards) and additional web portals - a few books to mention here:

    PMBOK® - 4th edition, PMI® 2008.

     

    Kerzner, Harold: Project Management, 10th edition, New York 2009.

     

    Schelle, Heinz; Ottmann, Roland; Pfeifer, Astrid: Project Manager, GPM 2006.

    Westerveld, E. (2003). The Project Excellence Model : linking success criteria and critical success factors. https://doi.org/10.1016/S0263-7863(02)00112-6

    Turner, J. R., & Cochrane, R. A. (1993). Goals-and-methods matrix: coping with projects with ill defined goals and/or methods of achieving them. International Journal of Project Management, 11(2), 93–102. https://doi.org/10.1016/0263-7863(93)90017-H

    Additional reading:

    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

    Anttila, J. (1992). Standardization of quality management and quality assurance: a project viewpoint. International Journal of Project Management, 10(4), 208–212. https://doi.org/10.1016/0263-7863(92)90079-O

    Pollack-Johnson, B., & Liberatore, M. J. (2006). Incorporating Quality Considerations Into Project Time/Cost Tradeoff Analysis and Decision Making. IEEE Transactions on Engineering Management, 53(4), 534–542. https://doi.org/10.1109/TEM.2006.883705

    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

    Bryde, D. J. (2003). Modelling project management performance. International Journal of Quality & Reliability Management, 20(2), 229–254. https://doi.org/10.1108/02656710310456635

    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

    Kwak, Y. H., & Ibbs, C. W. (2002). Project Management Process Maturity (PM)2 Model. Journal of Management in Engineering, 18(3), 150–155. https://doi.org/10.1061/(ASCE)0742-597X(2002)18:3(150)

    Luu, V. T., Kim, S.-Y., & Huynh, T.-A. (2008). Improving project management performance of large contractors using benchmarking approach. International Journal of Project Management, 26(7), 758–769. https://doi.org/10.1016/j.ijproman.2007.10.002

    Brady, J. E., & Allen, T. T. (2006). Six Sigma Literature: A Review and Agenda for Future Research. Quality and Reliability Engineering International, 22(3), 335–367. https://doi.org/10.1002/qre.769

    Banuelas Coronado, R., & Antony, J. (2002). Critical success factors for the successful implementation of six sigma projects in organisations. The TQM Magazine, 14(2), 92–99. https://doi.org/10.1108/09544780210416702

    Self Management and Social Competencies
    • WP
    • 4 SWS
    • 6 ECTS

    • Number

      984016

    • Language(s)

      en

    • Duration (semester)

      1

    • Contact time

      60 h

    • Self-study

      120 h

    Learning outcomes/competences

    2.1 Professional Competencies

    2.1.1 Knowledge 

    The students 

    • will 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

     

    2.1.2 Skills 

    You will experience how you can ...  

    • motivate your team for your project 

    • implement group-dynamic models

    • cope with difficult situations

    • handle disturbances in your project

    • have an impact on others

    • expand your skills and self-image of project management

     

    2.2 Personal Competencies

    2.2.1 Social Competencies

    The students are able to 

    • use concepts of social competence in project management,

    • evaluate social behavior

    • self-reflection of own behavior

    • observe, evaluate and apply the social context in a situation,

    • develop self-awareness, self-confidence, self-assurance and self-actualization and assist others in doing so.

     

    2.2.2 Autonomy

    The students are able to 

    • transform theoretical models to their own context

    • reflect upon own behavior

    Contents

    Self management

    In an increasingly complex, globalized, and interdependent world, Self Management becomes more important. 

    A core requirement before leading others is to know how to lead yourself. This course focuses on the aspects of self-management, time management and stressmanagement. 

    This course includes case studies and role play activities to develop skills and competences of students through real situations. The international orientation of the students is utilized to create case studies and role plays which are especially valid for European/ international projects.

     

    Topics include: 

    • 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 ones elves resources and use them

    • Define reachable goals and learn how to prioritize them

     

    Social Competence

    Project management is teamwork. Therefore social competence is an important factor for success. Especially any lack of social competence can cause serious problems and may lead to failure of the complete project.

     

    This course focuses on the aspects of social competence, which are especially relevant for project management (e.g. communication, leadership, team development, conflict management and motivational aspects) As some of these aspects will be taught in other courses (e.g. Self Management, Leadership & Teams), this course adds the open aspects and integrates them all under the general roof of social competence.

     

    This course includes case studies and role play activities to develop skills and competences of students through real situations. The international orientation of the students is utilized to create case studies and role plays which are especially valid for European/ international projects. This offers the opportunity to experience the complexities of human interaction with single individuals as well as groups to explore and develop the necessary social competence to manage projects.

    Topics include: 

    • Communication

    • Leadership

    • Team development

    • Conflict management 

    • motivation

    Teaching methods

    Lectures incl. practitioners' best practices, Interactive case studies, Seminar, Case studies, (Short) presentations, Results-oriented presentations in oral and written form

    • 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 behavior in different contexts

    • Home work to add individual contributions

    • Presentations to communicate results

    Participation requirements

    Formal: -

    Knowledge and Competencies: -

    Forms of examination

    • 50% contributions within the course (homework, group work, presentations, case studies)

    • 50% written or oral examination at the end of the course

    Applicability of the module (in other degree programs)

    M.A. European Master in Project Management, M.A. Business Management

    Importance of the grade for the final grade

    3,35 % (6/120) x 67

    Literature

    • PMI: A Guide to the Project Management Body of Knowledge - PMBOK® - 4th edition 2008, ISBN 1933890665.

    • PMI: The Standard for Program Management, 2nd edition 2008, ISBN1933890524.

    • Harold Kerzner: Project Management: A Systems Approach to Planning, Scheduling, and Controlling, John Wiley & Sons 10th edition 2009, ISBN0470278706.

    • Christian Majer, Luis Stabauer: social competence im Projektmanagement (in German), Goldegg Verlag 2010, ISBN978-3-902729-31-6

    • Ronald Haccou, Ben Van Hamond: Gaining & Proving Yourself in Social Competence: The Atlas Way, Garant Uitgevers N V (31. Juli 2006), ISBN9044120611

    • Norma C. Lang: Group Work Practice to Advance Social Competence: A Specialized Methodology for Social Work, Columbia Univ Pr (1. August 2010), ISBN9780231151375

    • Uhl- Bien, M., & Graen, G. B. (1998). Individual self-management: Analysis of professionals’ self- managing activities in functional and cross-functional work teams. Academy of Management Journal, 41, 340–350.

    • 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.

    • König, C. J., & Kleinmann, M. (2006). Selbstmanagement. [Self-management]. In H. Schuler (Hrsg.), Lehrbuch der Personalpsychologie, 331–348. Göttingen: Hogrefe.

    • Heckhausen, J., & Heckhausen, H. (2008). Motivation and action. New York: Cambridge University Press.

    • Ayas, K. (1996). Professional project management: A shift towards learning and a knowledge creating structure. International Journal of Project Management, 14, 131–136.

    3. Semester of study

    Auslandsstudiensemester
    • PF
    • 4 SWS
    • 30 ECTS

    • Number

      98430

    • Duration (semester)

      1

    • Contact time

      0 h

    • Self-study

      900 h

    Learning outcomes/competences

    Students are able to significantly enhance their education by studying abroad; they increase their future chances on the job market. They can prepare their studies abroad as a career-deciding project in a well-founded manner, make targeted use of the advisory support offered for this purpose and carry it out largely independently. In particular, the semester abroad enables them to enrich and critically reflect on the skills and techniques they have learned at university against the background of foreign working, organizational and cultural contexts and new teaching and learning methods. Students are familiar with globalized professional fields in their subjects. They have the necessary intercultural competence and tolerance in and with multinational mixed working teams.

    Contents

    • The responsible counseling and organizing unit is the International Office of the Faculty of Business Studies at Dortmund University of Applied Sciences and Arts.

    • Only those universities or courses and events at universities can be selected for which Learning Agreements have been agreed with the Department of Student Affairs at Fachhochschule Dortmund.

    • The International Office of the Faculty of Business Studies decides which equivalent courses and events can be chosen.

    • After completing your studies abroad (usually after the 3rd semester), you must submit an experience report to the International Office of the Faculty of Business Studies in addition to the certificate from the foreign university.

    Participation requirements

    Formal: see § 17a StgPO

    Content: none

    Forms of examination

    20 ECTS courses, 10 ECTS experience report plus presentation

    Requirements for the awarding of credit points

    See "Regulations for the semester abroad"

    Literature

    Näheres regelt die „ Ordnung über das Auslandsstudiensemester“. Das International Office des Fachbereichs Wirtschaft stellt alle erforderlichen Unterlagen sowie Leitfäden etc. über die Lernplattform ILIAS zur Verfügung.

    Praxissemester
    • PF
    • 4 SWS
    • 30 ECTS

    • Number

      98420

    • Duration (semester)

      1

    • Contact time

      0 h

    • Self-study

      900 h

    Learning outcomes/competences

    Students are able to significantly enhance their education through an internship; they increase their future chances on the job market. They can prepare an internship at home or abroad as a career-deciding project in a well-founded manner, make targeted use of the advisory support offered and carry out the internship largely under their own steam. After the internship, they are able to apply the skills and techniques they have learned at the university in a more profound way against the background of a specific field of work. Students increase these benefits by doing an internship abroad. Here, they are particularly able to work independently and make their own decisions in uncertain situations and in foreign work, organizational and cultural contexts.

    Contents

    • The practical semester is intended to introduce students to professional activity. In particular, it should serve to apply the knowledge and skills acquired during previous studies and to reflect on and evaluate the experience gained during practical work. It should also serve as an orientation phase for the choice of stream.

    • The responsible counseling and organizing unit is the Practice Office of the Faculty of Business Studies.

    • All operational tasks in which the student solves a project largely independently or makes a definable contribution to its solution are eligible as areas of activity for the internship.

    • After completion of the internship (usually after the 3rd semester), a report must be submitted, which is reviewed by the internship office and the mentor.

    Participation requirements

    Formal: see § 17b StgPO

    Content: none

    Forms of examination

    20 ECTS practical semester, 10 ECTS experience report plus presentation

    Requirements for the awarding of credit points

    See " Regulations for the internship semester"

    Literature

    Näheres regelt die „Ordnung über das Praxissemester“. Das Praxisbüro des Fachbereichs Wirtschaft stellt alle erforderlichen Unterlagen sowie Leitfäden etc. über die Lernplattform ILIAS zur Verfügung.

    4. Semester of study

    Thesis und Kolloquium
    • PF
    • 0 SWS
    • 30 ECTS

    • Number

      103

    • Duration (semester)

      1

    • Contact time

      0 h

    • Self-study

      900 h

    Learning outcomes/competences

    The Master's thesis, as the final module of the course, is intended to provide proof of the ability to carry out academic work.

    The thesis can be carried out as an independent, practice-oriented research activity based on the scientific theories covered in the degree program.

    Alternatively, the thesis can also be designed as project work. Existing company contacts, collaborations and student contacts are regularly used to implement practice-oriented research approaches together with companies as part of a Master's thesis. For example, a strategic issue arising from academic discussion or business practice is addressed and systematically developed further as part of the Master's thesis.

    The thesis serves to sustainably expand the scientific methods and knowledge already acquired during the course. Conceptually, the thesis should generally have both a scientific and practical application context.

    Contents

    In principle, all contents of the curriculum

    Teaching methods

    Independent scientific work under the guidance of a supervisor

    Participation requirements

    Formal: See study program examination regulations § 27

    Content: none

    Forms of examination

    Thesis and associated colloquium

    Requirements for the awarding of credit points

    Passing the thesis and the colloquium (see degree program examination regulations).

    Applicability of the module (in other degree programs)

    M.A. Business Management, M.A. International Management

    Importance of the grade for the final grade

    33 %

    Notes and references

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