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

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

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Requirements for the awarding of credit points

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Importance of the grade for the final grade

Literature

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.

Teaching methods

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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

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

Teaching methods

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Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

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.

Teaching methods

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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
WP

4 SWS

6 ECTS

Number
982091
Duration (semester)
1
Contact time
60 h
Self-study
120 h

Learning outcomes/competences

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

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.

Teaching methods

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Requirements for the awarding of credit points

Applicability of the module (in other degree programs)

Importance of the grade for the final grade

Literature

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,

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

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

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.

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

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

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

Aktuelles Thema
WP

4 SWS

6 ECTS

Number
984091
Duration (semester)
1
Contact time
60 h
Self-study
120 h

Learning outcomes/competences

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

Aktuelles Thema: Research Methodology Seminar
WP

4 SWS

6 ECTS

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.

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

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.

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

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

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

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

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

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

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

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

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

3. Semester of study

Auslandsstudiensemester
PF

4 SWS

30 ECTS

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

Learning outcomes/competences

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

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

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