Master Business Management (viersemestrig)

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

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 variouscultures 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

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

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.

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.

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

Knowledge and Understanding:
The students

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

Application and Generation of Knowledge:
The students

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

Communication and Cooperation:
The students

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

Scientific Self-Understanding / Professionalism:
The students

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

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

Leadership in projects without having disciplinary responsibility is probably one of the most challenging leadership roles you can take in organizations. However, even today this role is often still underestimated.
Knowledge about key functions in Human Resource Management is one essential basis for professionalizing the leadership role in Project Management: Team members for projects must be resourced and selected carefully, assessed in a coherent performance management system, and developed accordingly.
Furthermore, there are various demands on leaders in Project Management who do not have disciplinary responsibility. The execution of leadership styles shapes the framework of collaboration within a project and is a crucial factor for every project's effectiveness and success.
Building and developing coherent project teams is another key success factor.
This course aims to familiarize students with current key functions in Human Resource Management that are vital in Project Management. It illustrates and elaborates how students can apply knowledge and skills about leadership, motivation, teambuilding, and team development for own future projects - including the respective recent research fields.

Teaching methods

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

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

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

Dessler, Gary (2020): Human Resource Management, 16th Edition, Upper Saddle River/New Jersey

International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)

Lee, Margaret R. (2021): Leading Virtual Project Teams. Adapting Leadership Theories and Communications Techniques to 21st Century Organizations, 2nd edition, New York

Project Management Institute (2021): A guide to the project management body of knowledge (PMBOK guide) 7th edition; Agile practice guide. Newtown Square, PA: Project Management Institute

Marketing Management
PF

4 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 are familiar with current developments and trends
understand the complexity and dynamics of the digital business environment and can analyze and evaluate these 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 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
The students can

explain the basics of digital marketing
independently assess and reflect on the significance 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 use cases
use scientific findings as well as qualitative and quantitative research methods to analyze and evaluate problems of digital marketing from business practice

2.2 Personal skills
2.2.1 Social competence
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
The students can

adopt their own viewpoints and attitudes towards models and concepts and defend them in discussions
apply acquired knowledge independently and in a solution-oriented manner to real 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

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. Traditional marketing models will be applied to the digital context as well as new models, concepts and tools. Specifically, the following main topics are 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

Various teaching methods are used in the lecture 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 test the knowledge acquired
Dealing with specific problems of digital marketing management of a real or virtual company in groups with subsequent presentation of the results in written and oral form

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

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.

Wertorientierte Unternehmensführung
PF

4 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 know 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 will be familiar with the range of value-enhancing strategies and measures for the company as well as the key performance indicators and methods used in their development and implementation. 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
Based on the objectives and principles of action of value-based management, students design and analyze 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 accurately applied 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 or 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 for those involved that balances interests on the basis of appropriate analyses.

2.2.2 Independence
Students independently reflect on and assess the content-related 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.

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)
Value-based incentive design in the company
Process-related and structural perspectives of value-oriented corporate management

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

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 offerings 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".

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.

The course must be approved by the head of degree program in consultation with the dean's office.

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

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

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

Knowledge and Understanding:
a. International Cooperation and Communication
The students can...

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,
know German at least on A2 level.

b. Change management
The students...

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

Application and Generation of Knowledge:
a. International Cooperation and Communication
The students...

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

b. Change management
The students...

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

Communication and Cooperation:
a. International Cooperation and Communication
The students...

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

b. Change management
The students...

reflect, discuss, and manage challenges of an organization,
communicate change management approaches and frameworks in an organization.

Scientific Self-Understanding / Professionalism:
a. International Cooperation and Communication
The students...

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

b. Change Management
The students can...

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

a. International Cooperation and Communication
In international projects, people from various cultures need to cooperate in a situational context, and in such a context, many differing views on values, methods, procedures and so forth come together in people's individual role behaviors. The essential co-ordination of role behaviours in an international project depends on an adequate understanding of such behaviours both in their verbal and non-verbal forms.
People's role behavior is influenced by the way they understand, and respond to, the situational context, and their perspective of this has as a rule been developed during their enculturation in a particular community. As a result, they are strongly influenced by the notions prevalent in their culture. Understanding other people's role behavior can therefore not be separated from understanding cultural differences in the way people interpret and ascribe meaning to situational contexts.
This course therefore focuses on the situational context of international projects, especially from differing cultural perspectives and their effects on role behaviors.
Topics include:

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

b. Change management
Project management and change management are closely interconnected.
Projects are often initiated in response to the need for organizational changes. It is important to assess which specific changes an organization is willing and capable of implementing.
Projects frequently bring about changes within organizations. It is crucial to evaluate the impact of projects on both organizations and all stakeholders involved.
Change management encompasses both technical and organizational aspects, addressing changes in processes, roles, and responsibilities. Additionally, change management also has a human aspect. Project managers must ensure that individuals affected by a project are willing and able to adapt. In many cases, managing the human side poses greater difficulty and risk compared to the technical or organizational aspects.

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

a. International Cooperation and Communication

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

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

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

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

Boutyline, A., & Soter, L. (2021). Cultural schemas: what they are, how to find them, and what to do once you’ve caught one. American Sociological Review, 86(4), 728–758. Link

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

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

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

b. Change Management

AXELOS (2017): Managing Successful Projects with PRINCE2. London: The Stationery Office Ltd.

Cameron, E., & Green, M. (2022). Making sense of change management: A Complete Guide to the Models, Tools and Techniques of Organizational Change. Kogan Page.

Cummings, T. G., & Worley, C. G. (2018). Organization Development & Change (11th ed.). Cengage Learning. South-Western Pub.

Dallas, M., & Clackworthy, S. (2010). Management of value. The Stationery Office.

International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)

Kotter, J. P. (2012). Leading change. Harvard Business Press.

Kotter, J. P. et. al. (2005): Harvard Business Review on Change, Harvard Business School Press

Project Management Institute (2021): A guide to the Project Management Body of Knowledge (PMBOK Guide) (7th ed.); Agile practice guide. Newtown Square, PA

Senge, P. M. (2006). The fifth discipline: The Art & Practice of The Learning Organization. National Geographic Books.

Trompenaars, F., Trompenaars, A., & Prud’Homme, P. (2004). Managing change across corporate cultures. Capstone.

Kostenmanagement
WP

4 SWS

6 ECTS

Number
98070
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 recognize that cost management is geared towards the active and conscious design of a company's cost and service relationships. They are aware that cost management is centrally integrated into corporate management. The students will be able to ventilate the basic conceptual elements of cost accounting and cost management. Furthermore, they understand analytical planning, control and influence in cost management areas. Students reflect on cost management in a systemic scientific and applied context and are familiar with the current state of research, including starting points for research requirements and investment needs in practice.

2.1.2 Skills
By understanding the interrelationships of cost management, students develop the ability and skills to use cost management instruments appropriately and professionally.
Methodically, they can correctly process selected problems using subject-specific procedures and find a well-founded solution. They are able to interpret their mathematical results, critically analyze their significance and defend their own position in a self-reflective manner. Using selected examples, students will be able to relate individual techniques to a professional industrial environment and consulting practice and creatively demonstrate innovative potential.

2.2 Personal skills
2.2.1 Social competence

Students develop teamwork skills, which are supported by homework including presentation tasks
Students are able to coordinate and work on tasks in a goal-oriented manner.

2.2.2 Independence

Students can develop a topic independently according to their personal abilities and structure it into practicable work tasks. By adopting an independent approach, they form conscious focal points that correspond to their inclinations, for which they are motivated and adopt an attitude.
They are able to derive their own viewpoints and attitudes towards existing theories, models and experiences and defend them in critical discussions.

In terms of content, the module focuses on the close connection between the mapping of business and cost accounting issues for the management of companies through reference objects in cost accounting and their design in cost management.
The course consists of a more theoretically oriented (first) part and a more application/implementation-oriented (second) part, which is directly linked to the individual subject areas, e.g. through exercise phases. The core of the second part consists of a research seminar or a project seminar with a practice partner from urban society on modern cost management topics. These are explored in self-study, organized in group work, and critically discussed together with the auditorium in presentation phases in addition to a term paper.

Cost management (SV with integrated exercise)

Basic statements on cost management
Overhead and fixed cost management
Process cost management
Process cost management
Project cost management
Product cost management

Teaching methods

Seminar-based course with interactive involvement of the students. Development of theoretical-pragmatic cost management content with integrated exercises and accompanying application-related case studies in self-study. Working through supplementary literature as part of self-study.

The practical part of the module is reinforced by a guest lecture and digitization workshop by a renowned consulting company of the Stadtgesellschaft Dortmund.

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

Coenenberg, A.G.; Fischer, T. M.; Günther, T.: Kostenrechnung und Kostenanalyse, aktuelle Auflage, Stuttgart

Fischer, T.; Möller, K.; Schutze, W.: Controlling - Grundlagen, Instrumente und Entwicklungsperspektiven, aktuelle Auflage, Stuttgart

Franz, K.-P.; Kajüter, P. (Hrsg.): Kostenmanagement. Wertsteigerung durch systematische Kostensteuerung, aktuelle Auflage, Stuttgart

Friedl, B.: Kostenmanagement, aktuelle Auflage, Stuttgart

Haberstock, L.: Kostenrechnung II. (Grenz-)Plankostenrechnung mit Fragen, Aufgaben und Lösungen. Bearbeitet von Volker Breithecker, aktuelle Auflage, Berlin

Hölzlwimmer, A.; Hahn, A.: Produktkosten-Controlling mit SAP, aktuelle Auflage, Bonn

Kajüter, P.: Proaktives Kostenmanagement. Konzeption und Realprofile, Wiesbaden

Weber, Jürgen; Schäfer, Utz: Einführung in das Controlling, aktuelle Auflage, Stuttgart

Management-Fallstudien
WP

4 SWS

6 ECTS

Number
98090
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 latest state of knowledge on the application of models and approaches of scientific work in general and strategic management in particular,

2.1.2 Skills
The students can

deal with complex and ambiguous decision-making situations,
supplement incomplete information with well-founded research and logically justifiable assumptions,
apply sophisticated quantitative instruments/tools for data analysis depending on specific framework conditions

2.2 Personal competencies
2.2.1 Social competence
The students acquire the ability to

to work and cooperate in teams in a collaborative and results-oriented manner,
discuss and further optimize critical approaches to solutions,

2.2.2 Independence

The students can
master and transform work or study contexts that are complex and unpredictable and require a new strategic approach,

The module focuses on application-oriented research, taking into account the usual standards and aspects of scientific work. The case study method enables a context-related preparation and discussion of ambiguous decision-making situations in a specific business context. When working on a case study, participants are confronted with complex problems and must develop a solution taking into account a variety of perspectives and conflicting objectives.

Case studies offer an excellent approach to the transfer of implicit and explicit knowledge, particularly for management training. This purpose is served by individually prepared case studies/investigations tailored to a company or industry, which are based on an empirical survey using qualitative and/or quantitative methods in the company in question.

In addition to the independent preparation and solution of case studies and study projects, knowledge in the field of empirical and scientific work should be deepened. The studies/projects are to be worked on in writing in individual and/or group work in order to get the opportunity to get to know an interactive and practical handling of different topics. In addition, elaborated results will be presented and discussed. The course may be rounded off with excursions and guest lectures in order to provide a comprehensive practical picture.

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

Ausgewählte Fallstudien zu aktuellen Fragestellungen stellen neben den Basiskenntnissen zum wissenschaftlichen Arbeiten und einer anwendungsorientierten Forschung die Grundlagen für dieses Modul dar. Fallstudien werden von renommierten Anbietern, z. B. Harvard Business School, CASEM, CASE CENTRE (ECCH) bezogen und in die Lehrveranstaltung in geeigneter Form eingebunden.

Literatur zur Forschungsmethodik und zum wissenschaftlichen Arbeiten

Ellet, W.: Das Fallstudien-Handbuch der Harvard Business School Press. Business-Cases entwickeln und erfolgreich auswerten. Bern 2008

Esselborn-Krumbiegel, Helga: Richtig wissenschaftlich schreiben. Paderborn 2010

Göbel, Fabian: Case Study Approach. In: Schwaiger, Manfred und Anton Meyer (Hrsg.): Theorien und Methoden der Betriebswirtschaft. München 2009, S. 359-376

Heister, Werner und Dagmar Weßler-Poßberg: Studieren mit Erfolg: Wissenschaftliches Arbeiten. Stuttgart 2011

Helfrich, Hede: Wissenschaftstheorie für Betriebswirtschaftler. Wiesbaden 2016

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

Karmasin, Matthias und Rainer Ribing: Die Gestaltung wissenschaftlicher Arbeiten. Wien 2006

Kirsch, Werner; David Seidl und Dominik van Aaken: Betriebswirtschaftliche Forschung. Stuttgart 2007

Knyphausen-Aufseß, Dodo zu: Theorie der strategischen Unternehmensführung: State of the art und neue Perspektiven. Wiesbaden 1995.

Kornmeier, Martin: Wissenschaftlich schreiben leicht gemacht für Bachelor, Master und Dissertation. 8. Auflage. Bern, Stuttgart, Wien 2018

Kornmeier, Martin: Wissenschaftstheorie und wissenschaftliches Arbeiten. Eine Einführung für Wirtschaftswissenschaftler. Heidelberg 2007

Meyer, Anton und Ursula Raffelt: Qualitative Forschung: Zwischen Wissenschaft und Kunst. In: Schwaiger, Manfred und Anton Meyer (Hrsg.): Theorien und Methoden der Betriebswirtschaft. München 2009, S. 317-338

Molinsky, Andrew: 3 Fähigkeiten, die jeder Manager im 21. Jahrhundert braucht. In: Harvard Business Manager 34. Jg. (2012), H. 5, S. 92-98

Schwaiger, Manfred und Anton Meyer (Hrsg.): Theorien und Methoden der Betriebs-wirtschaft. München 2009

Schwaiger, Manfred und Lorenz Zimmermann: Quantitative Forschung: Ein Überblick. In: Schwaiger, Manfred und Anton Meyer (Hrsg.): Theorien und Methoden der Betriebswirtschaft. München 2009, S. 419-437

Theissen, Manuel R.: Wissenschaftliches Arbeiten. Erfolgreich bei Bachelor- und Masterarbeit. 17. Auflage, München 2017

Vester, Frederic: Die Kunst vernetzt zu denken. Ideen und Werkzeuge für einen neuen Umgang mit Komplexität. Ein Bericht an den Club of Rome. München 1999

Vester, Frederic: Unsere Welt – ein vernetztes System. München 1983

Literatur zur Managementlehre

Bea, Franz X. und Jürgen Haas: Strategisches Management. 9. überarb. Aufl., Konstanz, München 2017

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

Büchler, Jan-Philipp und Sabine Quarg: 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 und Roman Stoi: Unternehmensführung. 5. Aufl., München 2016

Freter, Hermann: Markt- und Kundensegmentierung. 2. Aufl., Stuttgart, 2008

Göbel, Elisabeth: Unternehmensführung und Moral. 2. Aufl., Tübingen 2017

Göbel, Elisabeth: Entscheidungstheorie. 2. Aufl., Stuttgart 2018

Göbel, Elisabeth: Unternehmensethik. Grundlagen und praktische Umsetzung. 5. Aufl., Stuttgart 2017

Hungenberg, Harald: Strategisches Management in Unternehmen. Ziele-Prozesse-Verfahren. 8. Aufl. Wiesbaden 2014

Jung, Rüdiger, Heinzen, Mareike und Sabine Quarg: Allgemeine Managementlehre. 7. Aufl., Berlin 2018

Macharzina, Klaus und Joachim Wolf: Unternehmensführung. 9. Auflage, Wiesbaden 2015

Malik, Fredmund: Strategie. 2. Aufl., 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 und Christoph Lechner: Strategisches Management. 5. Aufl., Stuttgart 2016

Schreyögg, Georg und Jochen Koch: Grundlagen des Managements. 3. Auflage, Wiesbaden 2014

Schreyögg, Georg, Koch, Jochen und Horst Steinmann: Grundlagen der Unternehmensführung. Funktionen, Fallstudien. 7. Auflage, Wiesbaden 2013

Welge, Martin K.; Al-Laham, Andreas und Marc Eulerich: Strategisches Management. Grundlagen – Prozess – Implementierung. 7., überarb. und erw. Auflage, 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

u. a.

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,

2.1.2 Skills
The students

can analyze decision-making situations using subject-specific instruments and make professional recommendations on the application-oriented process of strategy development and implementation,
are also able to deal with strategic conflicts of interest and make recommendations on how to handle this situation

2.2 Personal competencies
2.2.1 Social competence
The students acquire the skill,

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

2.2.2 Independence
The students can

develop, evaluate and implement strategy options for specific companies in selected markets,
Critically question business models and identify opportunities for optimization

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.

As part 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. The results of the environmental analysis are then used to identify opportunities and threats.

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, targeted strategies are derived and recorded in the SWOT matrix. Various instruments of management theory 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 possibilities of strategy classifications (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 in the field of digital transformation and artificial intelligence will be addressed.

Particular attention will be 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

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

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
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 learn about data-oriented analysis methods as a decision-making tool for planning supply chain processes. They are familiar with the concepts of descriptive analytics, predictive analytics and prescriptive analytics, can evaluate them and link analysis methods in order to tackle more complex problems from the perspective of production in supply chains. You will learn how to deal with uncertainty in the results of the procedures as well as procedures for recognizing and handling missing or incorrect data.

In addition to the methods, the focus is also on goal-oriented application to practical problems and dealing with uncertainty in the results of the procedures. The focus is on methods for planning resources, in particular by forcasting demand and order quantities and planning safety stocks in manufacturing supply chains. Students learn to apply the methods, transfer them as flexible techniques to new problems and critically evaluate the results.

2.1.2 Skills
Students apply problem-oriented forcasting and analysis methods, critically evaluate their results and learn procedures for dealing with more complex problems. Through practical work, students become familiar with the interpreted programming language R and the use of R Markdown Notebooks and deepen their knowledge of MS Excel
.
Students are able to independently structure smaller case studies and tasks, select a suitable method for dealing with uncertainty and develop a proposed solution. The case studies mainly deal with strategic and tactical planning tasks in manufacturing supply chains.

2.2 Personal competencies
2.2.1 Social competence
Students have team-oriented skills that are achieved through the joint processing and presentation of strategic and tactical case studies and exercises on supply chain planning under uncertainty.

2.2.2 Independence
Students are able to select and apply suitable methods for dealing with uncertainty and apply these in a targeted manner to strategic and tactical decision-making situations in production-related supply chains.

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

Chopra, Sunil; Meindl, Peter: Supply Chain Management: Strategie, Planung und Umsetzung, 5., aktualisierte Auflage Pearson 2014.

Fischetti A: Data Analysis with R, Second Edition : A Comprehensive Guide to Manipulating, Analyzing, and Visualizing Data in R (Elektronische Ressource). Packt Publishing; 2018.

Gupta, Deepti: Applied Analytics through Case Studies Using SAS and R: Implementing Predictive Models and Machine Learning Techniques. Imprint: Apress, 2018

Hyndman, R.J., & Athanasopoulos, G.: Forecasting: principles and practice, 3rd edition, OTexts: Melbourne, Australia, 2021

Krajewski, Lee J.; Malhotra, Manoj K.; Ritzman, Larry P.: Operations Management: Processes and Supply Chains, 12. Edition Pearson 2018.

Ausgewählte Aufsätze, wie etwa: Stölzle, Wolfgang & Preindl, Raphael: Supply Chain Analytics – Entscheidungsunterstützung für das Management von Supply Chains. In Schröder, Meike & Wegner, Kirsten (Hrsg.): Logistik im Wandel der Zeit – Von der Produktionssteuerung zu vernetzten Supply Chains. Wiesbaden : Springer Gabler, 2019, S. 163-181.

(weitere Literatur vor Beginn der Veranstaltungen)

Sustainable Supply Chain Management
WP

4 SWS

6 ECTS

Number
982019
Language(s)
en
Duration (semester)
1
Contact time
60 h
Self-study
120 h

Learning outcomes/competences

Knowledge and Understanding

Upon successful completion of the module, students will be able to:

explain the relevance of supply chain management and logistics in a globalized environment,
describe sustainability, digitalization, and resilience as key strategies in modern supply chains,
identify and explain the core tasks, processes, and key technologies in supply chain management and logistics,
analyze the development phases and maturity of digital transformation in supply chains,
evaluate the vision, opportunities, and underlying principles of sustainable supply chains,
understand the necessity of change management in achieving and managing digital, sustainable supply chains.

Application, Use, and Creation of Knowledge

Students will be able to:

apply fundamental supply chain management concepts to real-world business scenarios,
assess digitalization and sustainability strategies and their impact on supply chain processes,
analyze the roles and interactions of stakeholders in supply chains,
evaluate the risks, challenges, and opportunities of digitalization and sustainability for supply chains,
assess the impact of digitalization on performance, costs, and sustainability using given scenarios and use cases,
evaluate critical success factors, risks, and limitations of digitalized processes in supply chains,
assess the suitability and maturity of core, maturing, and emerging technologies for digital and sustainable supply chains,
analyze the impact of digitalization on risk management, supplier management, and sustainability,
recommend appropriate tools and technologies for supply chain management in different business contexts,
derive recommendations for required skills and capabilities of employees to successfully implement digital and sustainable supply chains.

Communication and Cooperation

Students will be able to:

develop a critical perspective on digitalization and sustainability in supply chain management,
effectively analyze and evaluate digital transformation and technology adoption in different supply chain use cases,
navigate complex problem-solving in team-based environments,
present, defend, and communicate their findings in a structured and professional manner,
collaborate and contribute to team-based projects with a focus on supply chain innovations.

Scientific Self-Conception / Professionalism

Students will be able to:

manage and transform work and study contexts that require strategic and innovative approaches,
critically reflect on operational challenges in supply chains within the context of digitalization and sustainability,
work independently on projects and innovative solutions in the field of supply chain management,
develop a long-term learning strategy to adapt to evolving challenges in digital and sustainable supply chains.

In an increasingly complex and interconnected world, supply chain management (SCM) and logistics play a crucial role in ensuring operational efficiency, resilience, and sustainability. This module provides students with a comprehensive understanding of SCM principles, key processes, and the impact of digitalization and sustainability on supply chains. Through a combination of theoretical insights and practical applications, students will develop the ability to analyze, assess, and implement data-driven and technology-enabled solutions to optimize modern supply chains.

The course is structured as follows:

1. introduction to supply chain management

Objectives, principles and perspectives of supply chain management
Key tasks and processes in supply chain management and logistics
Foundations of sustainability in SCM

2. supply chain operations

Automation, digitalization, Internet of Things, Industry 4.0
Digital transformation and maturity
Use cases and case studies

3. supply chain design and planning

Introduction to tasks in supply chain design and planning and their effect on sustainability
Supply chain planning and information management
Environmental assessment of transportation processes
Data-driven supply chain design
Sustainable supply chain design

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

Batran, A.; Erben, A.; Schulz, R.; Sperl, F.: Procurement 4.0 – A survival guide in a digital, disruptive world, 1st Edition, Campus Verlag, Frankfurt, 2017.

Bowersox, D.; Closs, D.; Cooper, M. B.: Supply Chain Logistics Management, 5th Edition, McGraw-Hill, New York, 2020.

Chopra, S.; Meindl, P.: Supply Chain Management – Strategy, Planning And Operation, 6th Edition, Pearson, Halbergmoss, 2019.

Christopher, M.: Logistics & Supply Chain Management, Pearson, 6th Edition, 2023

European Association for Forwarding, Transport, Logistics and Customs Services (CLECAT): Calculating GHG emissions for freight forwarding and logistics services, Krefeld, 2012.

Kagermann, H.; Anderl, R.; Gausemeier, J.; Schuh, G.; Wahlster, W.: Industrie 4.0 in a Global Context – Strategies for Cooperating with International Partners (acatech STUDY), Herbert Utz Verlag, Munich, 2016.

Kuhn, A.; Hellingrath, B.: Supply Chain Management. Optimierte Zusammenarbeit in der Wertschöpfungskette. Springer, Berlin/Heidelberg, 2002.

Manners-Bell, J.; Lyon, K.: The Logistics and Supply Chain Innovation Handbook – Disruptive Technologies and New Business Models, 1st Edition, Kogan Page Ltd., London, 2019.

Martin, H.: Warehousing and Transportation Logistics, KoganPage, 2018.

O’Brien, J.: Supplier Relationship Management – Unlocking the Value in Your Supply Base, 2nd Edition, Kogan Page Ltd., London, 2018.

Parlings, M.; Cirullies, J.; Klingebiel, K.: A literature-based state of the art review on the identification and classification of supply chain design tasks. In: Disruptive supply network models in future industrial systems. Configuring for resilience and sustainability: 17th Cambridge International Manufacturing Symposium. Institute for Manufacturing, Cambridge, 2013.

Pfohl, H.-C.: Logistiksysteme – Betriebswirtschaftliche Grundlagen, 9. Auflage, Springer Verlag, Berlin/Heidelberg, 2018.

Schuh, G.; Anderl, R.; Gausemeier, J.; Hompel, M. ten; Wahlster, W: Industrie 4.0 Maturity Index – Managing the Digital Transformation of Companies (acatech STUDY), Herbert Utz Verlag, Munich, 2020.

Wagner, R. M. (Hg.): Industrie 4.0 für die Praxis – Mit realen Fallbeispielen aus mittelständischen Unternehmen und vielen umsetzbaren Tipps, Springer Gabler, Wiesbaden, 2018.

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
Scaling business internationally
Funding growth
Business planning
Valuing start-ups
Achieving an exit for founders and investors
Founding and managing a corporation

In addition, students have knowledge of how to successfully plan and implement 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 well-founded preparation of an M&A deal to its implementation and post-merger management.

2.2 Personal skills
2.2.1 Social competence
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.

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 motivations
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

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

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

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

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

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

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

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 offerings 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".

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.

The course must be approved by the head of degree program in consultation with the dean's office.

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

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

Aktuelles Thema: Research Methodology Seminar
WP

4 SWS

6 ECTS

Number
9840911
Duration (semester)
1
Contact time
0 h
Self-study
900 h

Learning outcomes/competences

The Master's thesis should as the final study module 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.

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

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.

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

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

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 Governance
WP

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
They are familiar with the German corporate constitution in terms of the business management framework and its economic implications. On this basis, students can 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.

They are familiar with 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. 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, also using case studies.

They are aware of the specific information requirements of the supervisory board based on its monitoring 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. The importance of the validity of information is understood and the requirements for the design in practice can be determined.

Students understand the lines of development of corporate governance and can classify current legislative projects in terms of their practical relevance. On the basis of current socio-political discussions, they can 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 in the law and assess the implications for practice. They are able to transfer 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 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, on the one hand, action requirements and, on the other hand, potential legal consequences for the acting actors 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 can be derived for the material information level of decision-makers in the entrepreneurial context.

2.2 Personal competencies
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 and beyond.

2.2.2 Self-employment
Students will be able to independently analyze the economic effects of legal changes in the area of corporate constitution. They can examine 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.

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 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.

Key point 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

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

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.

Corporate Sustainability
WP

4 SWS

6 ECTS

Number
98270
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 develop an in-depth understanding of:

the importance of taking into account sustainability considerations in business decisions and the potentially detrimental impact of unsustainable business conduct,
the business case for corporate sustainability, including sustainability as a driver of strategy, innovation, profit and positive stakeholder outcomes,
different approaches to sustainability in classic and innovative business models and frameworks/ success factors for implementing these approaches,
how sustainability has to be incorporated into the corporate fabric to avoid stakeholders' attributions of hypocrisy, including a transparent metric system and a carefully crafted reporting and communication.

Furthermore, students will apply their knowledge to a sustainability management-related question from either a real-life or a virtual corporation and derive solutions, also with the help of own research (quantitative analysis of questionnaire data, qualitative analysis of expert interviews and/ or desk research of secondary data and scientific research papers).

2.1.2 Skills
The students can:

apply analytical and critical thinking to complex sustainability challenges,
use scientific findings and apply qualitative and quantitative methods to evaluate the potential impact of management decisions in order to develop suitable sustainability strategies,
analyze the impact of management decisions on different stakeholder-groups by applying behavioral and psychological theories and research findings,
take sustainability-related decisions in a virtual corporation and be prepared to become change agents for sustainability in classic business models.

2.2 Personal Competencies
2.2.1 Social Competencies
The students can:

identify how they can contribute to sustainability goals both, individually and as future managers,
take into account the demands and needs of multiple stakeholder-groups and balance trade-offs between all three responsibilities involved in sustainability (economic, ecological, social) when making management decisions,
discuss implications of management decisions from different angles and handle the resulting complexities,
coordinate teams in a results-oriented fashion,
and present and prudently defend individual and team results in a complex and demanding environment.

2.2.2 Autonomy
The students can

critically assess the environmental and social impact of management decisions and reflect strategic and operational challenges in the light of this impact,
work through scientific research papers that tackle up-to-date sustainability issues to find starting points for approaching sustainability dilemmas and challenges in organizations,
transfer this knowledge to different contexts whilst taking into account boundary conditions,
work independently and in teams on sustainability challenges that a real-life or virtual organizations face.

The achievement of a balanced economic, social and environmental development - as expressed in the UN Agenda 2030 for Sustainable Development - is one of the major challenges that society faces nowadays.

Business activity is one of the major roots of social and environmental problems (e.g. by exploiting cheap labor and natural resources in developing countries and thereby contributing to social inequality or by being responsible for the largest part of carbon emissions). However, businesses might present the most powerful source for finding solutions to sustainability issues as they have the economic power, a large influence on consumption behavior and governmental institutions alike, and the organizational capabilities to scale sustainable innovations.

Therefore, this course focuses on different strategic approaches how organizations can contribute to sustainability goals. The intention of this class is to offer students holistic insights into how organizations can embed sustainability concerns in their current strategies and into innovative business models (e.g., circular economy business models that decouple growth from the use of scarce resources) and how sustainability and corporate (social) responsibility interrelate. Furthermore, the class will provide insights and critical discussions on stakeholder-based benefits for sustainable business strategies and their respective boundary conditions, as well as up-to-date practices for accounting and reporting the ecological and social impact of businesses. Following topics will be covered:

Setting up the foundation:

Getting an overview of the sustainability-related challenges that society faces
D_{iscuss whether companies should and how they could contribute to achieve sustainability-related goals, including an overview of the regulatory landscape}

Integrating Sustainability in Corporate Strategies and Business Models

Introduce different options and layers of implementing sustainability-related goals into companies' strategies and business models with a focus on identifying material topics and managing up and downstream value chains
Understand business models which are based on sustainability concerns (e.g., circular economy models)
Implementing sustainability into a company's goal system: Accounting for environmental and social impact

Communicating Corporate Sustainability: Building the foundation to avoid greenwashing perceptions and using psychological insights for behavioral change

The course will employ multiple teaching methods to enable students to develop a holistic perspective on corporate sustainability and to evoke critical thinking. Input lectures and self-study (e.g. by reading scientific papers) will equip students with up-to-date sustainability management knowledge. By inviting guest lecturers from different fields of sustainability management (company managers, NGO's, scholars), this class will provide multiple insights and perspectives on sustainability management. In-class mini case studies will train students to critically assess and apply their knowledge. Finally, students will work in groups on an up-to-date sustainability challenge and synthesize their recommendations in a graded management presentation.

Teaching methods

Participation requirements

Forms of examination

The final grade consists of two components:

Written exam: The written exam assesses the extent to which students understand and can concisely reproduce fundamental concepts and tools, as well as accurately apply them to specific problem scenarios. The exam accounts for 50% of the final grade and has a duration of 60 minutes.
Continuous assessment with presentation: Through the continuous assessment and final presentation, students demonstrate their ability to solve specific problems of a real or fictional company by purposefully applying and transferring the models, concepts, and tools taught in the course. The final presentation accounts for 50% of the final grade and typically lasts 20 minutes.

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

Chandler, D. (2019). Strategic corporate social responsibility: Sustainable value creation. SAGE Publications, Incorporated.

De Roeck, K., Raineri S., Scheidler, S. und Jones, D.A. (2018), Giving the Benefit of the Doubt: A Micro-Level Investigation of the Insurance-Like Effect of CSR, Academy of Management Proceedings (1), DOI: (10.5465/AMBPP.2018.16540abstract)

Edinger-Schons, L. M., Lengler-Graiff, L., Scheidler, S., & Wieseke, J. (2019). Frontline employees as corporate social responsibility (CSR) ambassadors: A quasi-field experiment. Journal of Business Ethics, 157(2), 359-373.

Edinger-Schons, L-M., Lengler-Graiff, L., Scheidler, S., Mende, G. und Wieseke, J. (2018), Listen to the Voice of the Customer -First Steps towards Stakeholder Democracy, Academy of Management Proceedings (1), DOI: (10.5465/AMBPP.2018.13503abstract)

Lyon, T. P., Delmas, M. A., Maxwell, J. W., Bansal, P., Chiroleu-Assouline, M., Crifo, P. & Toffel, M. (2018). CSR needs CPR: Corporate sustainability and politics. California Management Review, 60(4), 5-24.

Farver, S. (2013). Mainstreaming Corporate Sustainability: Using Proven Tools to Promote Business Success. Cotati, CA: Greenfix, LLC.

Porter, M. E., & Kramer, M. R. (2011). Creating shared value. Harvard Business Review, 89(1/2), 62- 77.

Schaltegger, S., Hansen, E. G., & Lüdeke-Freund 2016: Business models for sustainability: origins, present research, and future avenues. Organization & Environment 29(1) 3–10

Scheidler, S., Edinger-Schons, L. M., Spanjol, J., & Wieseke, J. (2019). Scrooge posing as Mother Teresa: How hypocritical social responsibility strategies hurt employees and firms. Journal of Business Ethics, 157(2), 339-358.

Scheidler, S. und Edinger-Schons, L.M. (2019), Partners in Crime? The Impact of Consumers' Culpability for Corporate Social Irresponsibility on their Boycott Attitude, Journal of Business Research, DOI:(10.1016/j.jbusres.2019.03.043)

Schons, L.M.,, Scheidler, S., Bartels, J. (2017), “Tell me how you treat Your Employees! A Field-Experimental Study on Customers’ Preferences for Companies’ CSR Efforts in the Employee Domain”, Journal of Marketing Behavior, 3(1), 1-37

Zollo, M., Cennamo, C., & Neumann, K. (2013). Beyond what and why: Understanding organizational evolution towards sustainable enterprise models. Organization & Environment, 26(3), 241-259.

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

Knowledge and Understanding
Upon successful completion of the module, students will be able to:

explain the fundamental concepts, methods, and principles of Digital Twins and Artificial Intelligence,
identify key application areas of machine learning and simulation in business,
describe and analyze process models for digitization and simulation projects.

Application, Use, and Creation of Knowledge
Students will be able to:

evaluate Digital Twins and Artificial Intelligence methods in business use cases,
select appropriate technologies to address specific business challenges,
apply basic case studies using simulation techniques (e.g., AnyLogic) and machine learning methods (e.g., Python),
critically reflect on the relevance, opportunities, risks, and limitations of digital technologies in a business context.

Communication and Cooperation
Students will be able to:

engage in professional discussions on Digital Twins and Artificial Intelligence,
develop, present, and defend analytical results in teamwork,
prepare and communicate complex technical topics for different target audiences,
collaborate across disciplines with experts from business and technology.

Scientific Self-Conception / Professionalism
Students:

reflect on the impact of digital technologies on business processes and corporate strategies,
consider ethical and societal aspects of Artificial Intelligence and Digital Twins,
develop their own scientific judgment in assessing digital solutions,
recognize the need for continuous learning in the dynamic field of digitalization.

Content
Digitization, the Internet of Things, and Industry 4.0 are fundamentally transforming businesses and supply networks. Smart products, innovative services, and new business models based on digital technologies are essential for maintaining sustainable competitiveness.
Two key concepts of digitalization are Digital Twins and Artificial Intelligence (AI). Digital Twins provide real-time, continuously updated digital representations of physical assets (e.g., machines, employees) and processes. They enable the measurement of key performance indicators (KPIs) and the prediction of developments through simulation techniques. AI is widely used in various business applications, including autonomous systems, smart production machines, speech recognition, sales forecasting, supply chain risk management, quality control, and marketing.
Both concepts offer significant opportunities. However, to apply them effectively and derive recommendations for the necessary skills and competencies in businesses, it is essential to understand the underlying technologies, success factors, risks, and limitations.
This course provides a case study-driven, application-focused introduction to these technologies for students with a business background.
The module begins with an introduction to emerging trends and technologies in digitalization and their business applications. It then explores the fundamentals of Digital Twins, including their role in digital supply chains, and provides hands-on case studies using AnyLogic, which will be jointly worked on during the lecture to simulate real-world applications.
In the Artificial Intelligence segment, students gain an overview of AI principles, covering both discriminative machine learning and generative artificial intelligence. Practical applications are emphasized through hands-on case studies, which will also be jointly worked on during the lecture. These cases serve as introductory examples to AI methods and allow students to apply AI techniques to business-related scenarios in a collaborative learning environment.
All hands-on case studies are assessed as part of the continuous coursework throughout the semester.
The module concludes with an evaluation of the suitability, maturity, opportunities, risks, and limitations of these technologies, as well as a discussion of the skills and competencies required for successful implementation in business environments.

Lecture Structure

1.introduction

Emerging trends and technologies
Business applications of digitalization

2. Digital Twins

Fundamentals of Digital Twins
Digital Supply Chain Twin
Hands-on case studies (Software: AnyLogic)
Applicability, maturity, relevance, and required competencies

3. Artificial Intelligence

Introduction to AI
Discriminative machine learning
Hands-on case studies (Software: Python)
Generative Artificial Intelligence
Applicability, maturity, relevance, and required competencies

4th Summary

Suitability and maturity of concepts and methods
Opportunities, risks, and limitations
Required skills and competencies

Note:

This course includes an introduction to AnyLogic simulation software, which is also applied in Module 9_10 Supply Chain Process Improvements (Module Number 984012).
It also includes an introduction to Python programming, which is further applied in Module 7 SCM Applications (Module Number 98251).

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

DHL Trend Research (2019). Digital Twins in Logistics: A DHL Perspective on the Impact of Digital Twins on the Logistics Industry.

Gerlach, B., Zarnitz, S., Nitsche, B., & Straube, F. (2021). Digital Supply Chain Twins—Conceptual Clarification, Use Cases and Benefits. Logistics, 5(86).

Götz, T. (2023). Digitaler Zwilling unter der Lupe – Nette Spielerei oder echter Game Changer für die Lieferkette?Whitepaper im Rahmen der BVL-Studie Triple Transformation: Digitalisierung, Nachhaltigkeit und Resilienz als Leitlinien zukunftsfähiger Wertschöpfungsketten aus der Reihe Trends und Strategien in Logistik und Supply Chain Management.

Klostermann, R., Haag, S., & Benlian, A. (2020). Geschäftsmodelle digitaler Zwillinge. Springer Fachmedien Wiesbaden GmbH.

Müller, A., & Guido, S. (2016). Introduction to Machine Learning with Python: A Guide for Data Scientists. O'Reilly Media.

Russell, S., & Norvig, P. (2021). Artificial Intelligence: A Modern Approach (4th ed.). Pearson.

Economics of Negotiations
WP

4 SWS

6 ECTS

Number
984019
Language(s)
en
Duration (semester)
1
Contact time
60 h
Self-study
120 h

Learning outcomes/competences

Upon completion of the module, students will be equipped with a robust theoretical framework, practical negotiation skills, and well-developed social and autonomous competencies, preparing them to excel as strategic negotiators in their professional careers.
The module will comprise a balanced mix of lectures, case studies, interactive simulations, and guest lectures from industry experts. Theoretical foundations will be covered in lectures, followed by practical applications through case studies and simulations. Group discussions and reflections will be encouraged to enhance social competencies and autonomy.

2.1 Professional Competencies
2.1.1 Knowledge
The Students can/know/apply

that negotiations are omnipresent and happen every day many times
recent negotiation principles and techniques for various settings
that negotiations are games that can be modelled with the help of game theory
how to successfully negotiate in various real-world environments especially in the procurement context
optimally negotiate when the rules of the game are given
optimally influence the rules of the game in a favourable way
optimally design the rules of the game
that negotiations base on human interaction which is prone to human errors
the extent to which artificially intelligence can support take over negotiations

Part a.) Theoretical framework:
Students understand the foundational theories of negotiations, including game theory, behavioral economics, and mechanism design.
Attendants analyze and apply concepts such as Nash equilibrium, Bayesian games, signaling, and repeated games in negotiation scenarios under various levels of information.
Students grasp the nuances of human behavior in negotiations, considering rational and behavioral perspectives.

Part b.): Case based applications:

Students apply theoretical frameworks to real-world negotiation cases, negotiation simulations and experiments.
They synthesize knowledge from game theory, behavioral economics, and mechanism design to analyze and solve complex negotiation challenges.
Attendants evaluate the role of artificial intelligence in negotiation processes and its practical applications.

2.1.2 Skills
The Students can/know/apply

Demonstrate proficiency in strategic negotiation planning and preparation
Apply various negotiation styles, adapting to different contexts (cooperation, competition, etc.)
Utilize game theory concepts to model rational behavior and make strategic decisions in negotiations
Design negotiations to achieve predefined targets using mechanisms and negotiation design
Leverage insights from behavioral economics to navigate and manage negotiation dynamics effectively

2.2 Personal Competencies
2.2.1 Social Competencies
The Students can/know/apply

Effectively communicate and build rapport in negotiation scenarios
Collaborate with diverse stakeholders in negotiation processes
Demonstrate empathy and active listening skills to understand the perspectives and interests of others
Manage emotions, both their own and others', during negotiations

2.1.2 Autonomy
The Students can/know/apply

Independently analyze and assess negotiation situations, considering both theoretical frameworks and practical insights
Make informed decisions in negotiation scenarios, considering the broader implications
Demonstrate autonomy in negotiation planning and execution, adapting strategies to dynamic environments
Reflect on personal negotiation styles and continuously improve based on feedback and self-assessment

A Primer on Negotiations
- Why Negotiations matter
- What Negotiations are about
  - Cooperation - Jointly Increase Size of the Pie
  - Competition - Split the Pie Among the Players
  - Bargaining Power
  - Rules
  - The Role of Information
  - Commitment
  - Credibility
  - Rationality
  - Bounded Rationality
  - Emotions
- Which Types of Negotiations exist
  - Bilateral Negotiations - 1:1
  - Auctions - 1:N
  - Hybrid Forms of Negotiations
Modeling Rational Behavior in Negotiations: A Game Theoretical View
- Static Games of Complete Information
  - Normal Form Games and Nash Equilibrium
  - Applications
    - Cournot Competition
    - Betrand Competition
  - Repeated Games
  - Dynamic Games of Complete but Imperfect Information
- Static Games of Incomplete Information
  - Static Bayesian Games and Bayesian Nash Equilibrium
  - Applications
    - Cournot Duopoly with Incomplete Information
    - Auctions
  - The Revelation Principle
- Dynamic Games of Incomplete Information
  - Perfect Bayesian Equilibrium
  - Signaling Games
  - Applications
    - Cheap-Talk Games
    - Sequential Bargaining under Asymmetric Information
    - Reputation in the Finitely Repeated Prisonners' Dilemma
Modeling Human Behavior in Negotiations: A Behavioral Economics View
- Where Human Behavior Departs from Homo Oeconomicus
- Which Types of Errors Exist
- How to Minimize Errors in Negotiations
- How to Make Use of Errors in Negotiations
Designing negotiations to optimally achieve some predefined target
- Introduction to Mechanism and Negotiation Design - Art and Science
- Prerequisites
- Approaches
- Real cases
- The Role of Artificial intelligence

Part b.): Case based applications

Negotiations simulations and experiments in the sales and procurement context

Further recent real case topics related to negotiations and applied game theory

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

Brams, S. J., Mitts, J. (2013), Law and Mechanism Design: Procedures to Induce Honest Bargaining,68 NYU Annual Survey of American Law 729.

Brandenburger, A. M., Nalebuff, B. J (1998), Co-opetition, Crown Business.

Cartwright, E. (2017), Behavioral Economics: An Introduction, Routledge.

Creutzmann, J. B. (2021), Strategic Relevance and Application of the Mechanism Design Theory at the example of selected European Private Procurement Auctions in a B2B-context, Bachelor Thesis University of Twente.

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

Fisher, R., Ury, W. and Patton, B., (1992), Getting To Yes: Negotiating Agreement Without Giving In, Houghton Mifflin Company.

Fudenberg, D., Tirole, J. (1991), Game Theory, The MIT Press.

Gibbons, R. (1992), Game Theory for Applied Economists, Princeton University Press.

Kahneman, D. (2013) Thinking, Fast and Slow, Penguin Books.

Levine, D. K. (2018), Behavioral Economics: Experiments and Models, Princeton University Press.

Osborne, M. J., Rubinstein, A. (1994), A Course in Game Theory, MIT Press.

Schulze-Horn, I., Pulles, N., Schiele, H., Scheffler, P. (2018), Using mechanism design theory in negotiations to improve purchasing performance, International Journal of Procurement Management, Inderscience Enterprises Ltd, vol. 11(6), pages 777-800.

Schulze-Horn, I., Hueren, S., Scheffler, P., Schiele, H., (2020), Artificial Intelligence in Purchasing: Facilitating Mechanism Design-based Negotiations, Applied Artificial Intelligence, Vol. 34, pages 618-642.

Watson, J. (2010), Notes on Mechanism Design and Contract, Lecture Notes ETH Zurich.

Wolfstetter, E. (1999), Topics in Microeconomics - Industrial Organization, Auctions, And Incentives, Cambridge University Press

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

a. Project Planning
Knowledge and Understanding:
After taking this course, students ...

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

Application and Generation of Knowledge:
After taking this course, students ...

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

Communication and Cooperation:
After taking this course, students are able to discuss the way to approach the initialization of a new project, as well as suitable methods of project planning, and project risk management (for a project that is being initialized) in a professional environment.

Scientific Self-Understanding / Professionalism:
After taking this course, students are able to analyze the surrounding conditions of a project that is being initialized, and select elements of project planning, accordingly.

b. Project Controlling
Knowledge and Understanding:
After taking this course, students ...

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

Application and Generation of Knowledge:
After taking this course, students ...

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

Communication and Cooperation:
After taking this course, students are able to discuss suitable methods of project monitoring and control, and monitoring project risks in a professional environment.

Scientific Self-Understanding / Professionalism:
After taking this course, students ...

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

To develop a basic understanding of the dimensions of project planning and project monitoring and control, project success as a multi-facetted concept is introduced first. Moreover, a project management lifecycle including project management phases is introduced to explain when project planning, and project monitoring and control, respectively, happen within the lifecycle.

a. Project Planning
We start to look at the preliminary planning activities that take place during a project's initialization stage. Therefore, it is vital for the students to get acquainted with the constituents/elements of a project charter, and an external contract, respectively. The Work Breakdown Structure (WBS) is introduced as the central method to describe the scope of a project. Its various types and structural elements are explained with an emphasis on the work packages.
In the further course of the lecture, the subsequent steps of project planning, i.e., sequencing & scheduling (network planning technique), resource planning, and financial planning are explained. Furthermore, the iterative nature of project planning is explained using practical examples. This part of the lecture is completed by a look into project management software systems: in terms of a software exercise the students are asked to develop a simple Gantt chart using the PM software system.
What is more, the students get a first idea of agile project management in general, and its most popular methodology "Scrum" in specific. They learn how project planning is being conducted following the Scrum methodology.
Finally, we also focus on the planning of other project management processes, such as change management, communications & documentation, and project risk management. An emphasis is set on project risk management, the identification of project risks, and the compilation of a risk register.

b. Project controlling
The general procedure of project monitoring and control is introduced first, i.e.: collection and compilation of as is-data; to be/as is comparison and analysis; creation of scenarios and forecasts; decision-making (control). The students get to know the influence factors on the suitable interval for monitoring and control.
There is a strong focus on the various techniques and methods of data collection and project monitoring and control:

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

Furthermore, the students are introduced to the various types of project reports, to risk monitoring, and to monitoring and control in an agile environment (Scrum).

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

Dalcher, Darren (ed.) (2016): Advances in project management. Narrated journeys in unchartered territory. London, New York: Routledge.

Kerzner, Harold (2022): Project Management: A Systems Approach to Planning, Scheduling and Controlling. 13th edition. Hoboken: John Wiley.

Maylor, Harvey (2022): Project Management. 5th edition. Harlow: Pearson.

Project Management Institute (2021): The standard for project management and a guide to the Project Management Body of Knowledge (PMBOK guide). 7th edition. Newtown Square, PA: Project Management Institute.

Turner, J. Rodney (ed.) (2016): Gower handbook of project management. 4th edition. London, New York: Routledge.

Bea, Franz Xaver; Scheurer, Steffen; Hesselmann, Sabine (2020): Projektmanagement. 3., vollständig überarbeitete und erweiterte Auflage, revidierte Ausgabe. München, Stuttgart: UVK Verlag/UTB.

Dechange, André (2020): Projektmanagement – Schnell erfasst. 1. Aufl. Berlin, Heidelberg: Springer.

Patzak, Gerold; Rattay, Günter (2018): Projektmanagement. Projekte, Projektportfolios, Programme und projektorientierte Unternehmen. 7., aktualisierte Auflage. Wien, München: Linde international.

Timinger, Holger (2021): Modernes Projektmanagement in der Praxis. Mit System zum richtigen Vorgehensmodell. 1. Auflage. Weinheim: Wiley-VCH GmbH.

Quality Management and Standards
WP

4 SWS

6 ECTS

Number
984011
Language(s)
en
Duration (semester)
1
Contact time
60 h
Self-study
120 h

Learning outcomes/competences

a. Standards and Mainstreams
Knowledge and Understanding:
After taking this course, students ...

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

Application and Generation of Knowledge:
After taking this course, students ...

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

Communication and Cooperation:
After taking this course, students can discuss the advantages and disadvantages, selection process and implementation strategy concerning international project management standards in a professional environment / in an organization that wants to implement a project management standard.
Scientific Self-Understanding / Professionalism:
After taking this course, students understand the opportunities and limitations of organizational project management standards.

b. Managing Quality in Projects
Knowledge and Understanding:
After taking this course, students ...

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

Application and Generation of Knowledge:
After taking this course, students ...

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

Communication and Cooperation:
After taking this course, students understand the importance of effective communication and collaboration among project team members to ensure quality standards are met.
Scientific Self-Understanding / Professionalism:
After taking this course, students are able to identify the factors that influence / contribute to the quality of a given project/its results and outcomes, and to define structures of project quality management to address these factors.

a. Standards and Mainstreams
The course commences with the explanation of general benefits of standardization. International Standardization Organization's (ISO) process of creating a new standard is explained. After that, the project management standards the course will cover are mentioned, as well as a morphological box that includes criteria for the selection and review of these standards.
The most important international project management standards are discussed in detail. The term and concept of "tailoring" (of a PM standard) is explained during this. Further standards and mainstreams such as the V Model are also introduced. What is more, students get acquainted with the concept of project management maturity modeling.
Another focus of the lecture is to review how established project management standards cover the topic of agile project management. Agile frameworks (e.g., SAFe, LeSS) are introduced, accordingly.
Finally, potential implementation strategies to create/adopt an organizational project management standard are outlined and discussed.

b. Managing Quality in Projects
The foundation of this course are the three facets of project quality, i.e., the quality of the product; the quality of the (contractor's) project management processes; and the quality of the B2B interaction. In addition, the course builds on a theoretical framework that consists of the plan-do-check-act cycle, models of customer satisfaction (the Kano model, for instance), and three levels of quality management, i.e., quality management philosophies (e.g., Lean Management); QM methods (e.g., Failure Mode and Effect Analysis, FMEA); and QM tools and techniques (e.g., Ishikawa diagram).
The students learn how the topic of managing quality in projects is treated in various project management standards. The role of a project quality manager is explained. An important element of the course is the introduction to the ISO 9000 family of standards and to what a Quality Management System (QMS) is. This also offers the opportunity to introduce the students to the topic of business process management (BPM), and to what types of business processes there are, how they can be described/documented, etc. While ISO 9001 represents the minimum requirements of a QMS, the concept of Total Quality Management - as a QM philosophy - strives for business excellence in quality management. During this, the EFQM Model for Business Excellence, and its counterpart in project management, the Project Excellence Model, are outlined.
As another quality management philosophy, Lean Management is introduced. Emphasis is put on the idea of Muda (waste). Furthermore, the students get acquainted with tools and techniques of Lean Management, such as Pareto analysis, and the Ishikawa diagram.
A major part of quality management's body of knowledge stems from technical environments, and from technical projects (product development in particular), accordingly. Methods and processes such as Quality Function Deployment (QFD, "house of quality") are introduced. This is complemented by looking at quality from further angles and by showing how to manage quality in other kinds of environments (e.g., organization projects).
Another cornerstone of the course is the topic of quality- (management-) related costs, and its various types.

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

a. Standards and Mainstreams

AXELOS (2023): PRINCE2® 7. Author’s own publishing.

Centre of Excellence in Project Management (2021): PM² Project Management Methodology – Guide. Version 3.0.1. Brussels-Luxembourg: The European Commission, DIGIT, Centre of Excellence in Project Management / Author’s own publishing.

Dechange, André (2024): Projektmanagement – Schnell erfasst. 2nd edition. Berlin: Springer-Gabler.

DIN 69901 (2009). Project management systems. Berlin: Beuth Verlag.

Hällgren, M., Nilsson, A., Blomquist, T., & Söderholm, A. (2012): Relevance lost! A critical review of project management standardisation. International Journal of Managing Projects in Business, 5(3), 457-485.

International Project Management Association (2015): Individual Competence Baseline. 4th version. Author’s own publishing.

ISO 21502 (2020): Project, Programme and Portfolio Management - Guidance on Project Management. Berlin: Beuth Verlag.

Project Management Institute (2021). A Guide to the Project Management Body of Knowledge (PMBOK Guide). 7th edition. Newtown Square, PA: Author’s own publishing.

Schwaber, Kent, Sutherland, Jeff (2011): The Scrum Guide. scrum.org.

b. Managing Quality in Projects

Bartsch-Beuerlein, Sandra (2000): Qualitätsmanagement in IT-Projekten – Planung, Organisation, Umsetzung. München-Wien: Carl Hanser Verlag.

Bryde, D. J. (2003): Modelling project management performance. International Journal of Quality & Reliability Management, 20(2), 229–254. Link

Cicmil, S. (2000): Quality in project environments: a non‐conventional agenda. International Journal of Quality & Reliability Management, 17(4/5), 554–570. Link

Gadatsch, Andreas (2023): Business Process Management – Analysis, Modelling, Optimization and Controlling of Processes. 1st edition. Berlin: Springer-Verlag.

Hilton, R. J., & Sohal, A. (2012): A conceptual model for the successful deployment of Lean Six Sigma. International Journal of Quality & Reliability Management, 29(1), 54–70. Link

Kerzner, Harold (2022): Project Management: A Systems Approach to Planning, Scheduling and Controlling. 13th edition. Hoboken: John Wiley.

Linß, Gerhard (2011): Qualitätsmanagement für Ingenieure. München-Wien: Carl Hanser Verlag.

Parast, M. M. (2011). The effect of Six Sigma projects on innovation and firm performance. International Journal of Project Management, 29(1), 45–55. Link

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

Knowledge and Understanding:
The students

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

Application and Generation of Knowledge:
Students experience how they can ...

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

Communication and Cooperation:
The students are able to

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

Scientific Self-Understanding / Professionalism:
The students are able to

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

In an increasingly complex, globalized, and interdependent world, Self Management and Social Competence becomes more important.
A core requirement before leading others is to know how to lead yourself. This module focuses on the aspects of Self Management incl. time management and stressmanagement. 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. Therefore, aspects of social competence, which are especially relevant for project management (e.g. communication, leadership, team development, conflict management and motivational aspects) are taught. 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.
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 one self's resources and use them
Define reachable goals and learn how to prioritize them
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

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

AXELOS (2017): Managing Successful Projects with PRINCE2. London: The Stationery Office Ltd.

International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)

ISO (2012): ISO 21500 - Guidance on project management. Genf

Christian Majer, Luis Stabauer (2010): social competence im Projektmanagement (in German), Goldegg Verlag

Kerzner, Harold: Project Management (2017): A Systems Approach to Planning, Scheduling and Controlling, John Wiley

Heckhausen, J., & Heckhausen, H. (2008). Motivation and action. New York: Cambridge University Press, 2nd edition, 2008.

International Project Management Association IPMA (2015): Individual Competence Baseline 4th version (ICB4)

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

Lee-Kelley, L., & Loong, K. L. (2003): Turner’s five-functions of project-based management and situational leadership in IT services projects. International Journal of Project Management, 21, 583–591.

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

Project Management Institute (2021): A guide to the project management body of knowledge (PMBOK guide) Seventh edition; Agile practice guide. Newtown Square, PA.

Ronald Haccou, Ben Van Hamond 2006): Gaining & Proving Yourself in Social Competence: The Atlas Way, Garant Uitgevers, N V

3. Semester of study

Auslandsstudiensemester
PF

4 SWS

30 ECTS

Number
98430
Duration (semester)
1
Contact time
-
Self-study
-

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 make well-founded preparations for studying abroad as a career-deciding project, 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;

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 for which Learning Agreements have been agreed with the Department of Student Affairs at Fachhochschule Dortmund can be selected.
The International Office of the Faculty of Business Studies decides which equivalent courses and events can be chosen.
After completion of the study abroad program (usually after the 3rd semester), an experience report must be submitted to the International Office of the Faculty of Business Studies in addition to the certificate from the foreign university.

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

Praxissemester
PF

4 SWS

30 ECTS

Number
98420
Duration (semester)
1
Contact time
-
Self-study
-

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 for an internship at home or abroad as a career-deciding project in a well-founded manner, make targeted use of the advice 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 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.

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.
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.

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

4. Semester of study

Thesis und Kolloquium
PF

4 SWS

30 ECTS

Number
103
Duration (semester)
1
Contact time
60 h
Self-study
900 h

Learning outcomes/competences

The Master's thesis should as the final study module provide evidence 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 course.

Alternatively, the thesis can also be designed as project work. In this case, existing company contacts, cooperations 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.

Teaching methods

Participation requirements

Forms of examination

Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

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.

1. Semester	2. Semester	3. Semester	4. Semester
Cross-Cultural Management PF 4SWS 6ECTS	Entrepreneurship und Mergers & Acquisitions PF 4SWS 6ECTS	Auslandsstudiensemester PF 4SWS 30ECTS	Thesis und Kolloquium PF 4SWS 30ECTS
Leadership & Teams PF 4SWS 6ECTS	Human Resource Management PF 4SWS 6ECTS	Praxissemester PF 4SWS 30ECTS
Marketing Management PF 4SWS 6ECTS	Managing Global Business Projects PF 4SWS 6ECTS
Wertorientierte Unternehmensführung PF 4SWS 6ECTS	Compulsory elective modules (10)
Compulsory elective modules (7)

Study plan

Cross-Cultural Management

Entrepreneurship und Mergers & Acquisitions

Auslandsstudiensemester

Thesis und Kolloquium

Leadership & Teams

Human Resource Management

Praxissemester

Marketing Management

Managing Global Business Projects

Wertorientierte Unternehmensführung

Compulsory elective modules (10)

Compulsory elective modules (7)

Compulsory elective modules 1. Semester

Aktuelles Thema

International Communication and Change Management

Kostenmanagement

Management-Fallstudien

Strategisches Management

Supply Chain Planning unter Unsicherheit

Sustainable Supply Chain Management

Compulsory elective modules 2. Semester

Aktuelles Thema

Aktuelles Thema: Research Methodology Seminar

Competing in Global Markets

Corporate Governance

Corporate Sustainability

Digital Skills

Economics of Negotiations

Project Planning and Controlling

Quality Management and Standards

Self Management and Social Competencies

Compulsory elective modules 3. Semester

Compulsory elective modules 4. Semester

Module overview

1. Semester of study

Cross-Cultural ManagementPF 4 SWS 6 ECTS

Leadership & TeamsPF 4 SWS 6 ECTS

Marketing ManagementPF 4 SWS 6 ECTS

Wertorientierte UnternehmensführungPF 4 SWS 6 ECTS

Aktuelles ThemaWP 4 SWS 6 ECTS

International Communication and Change ManagementWP 4 SWS 6 ECTS

KostenmanagementWP 4 SWS 6 ECTS

Management-FallstudienWP 4 SWS 6 ECTS

Strategisches ManagementWP 4 SWS 6 ECTS

Supply Chain Planning unter UnsicherheitWP 4 SWS 6 ECTS

Sustainable Supply Chain ManagementWP 4 SWS 6 ECTS

Cross-Cultural Management
PF

4 SWS

6 ECTS

Leadership & Teams
PF

4 SWS

6 ECTS

Marketing Management
PF

4 SWS

6 ECTS

Wertorientierte Unternehmensführung
PF

4 SWS

6 ECTS

Aktuelles Thema
WP

4 SWS

6 ECTS

International Communication and Change Management
WP

4 SWS

6 ECTS

Kostenmanagement
WP

4 SWS

6 ECTS

Management-Fallstudien
WP

4 SWS

6 ECTS

Strategisches Management
WP

4 SWS

6 ECTS

Supply Chain Planning unter Unsicherheit
WP

4 SWS

6 ECTS

Sustainable Supply Chain Management
WP

4 SWS

6 ECTS