Information for
Quick links
Faculties
Teaching Concept
Teaching concept
The courses offered by the junior professorship for business administration, in particular digital transformation and business computer science, include Bachelor and Master courses for business administration as well as business computer science. In terms of content, the teaching concept focuses on the topics of human-centered design of interactive systems and the digital transformation of the individual, of companies and of society.
The teaching pursues the following four principles:
Interactive and activating teaching methods - In the lectures there is no pure frontal teaching used to impart knowledge, but instead alternating units of lectures and interactive elements in which the students deal with the learning content. Used are either interactive elements, such as plenary discussions, votes and multiple-choice tests with the help of online tools for real-time feedback (e.g. mentimeters) or group projects on small tasks with subsequent oral presentations. In addition, parts of the learning content are outsourced from the actual attendance-based classes and are worked on by the students themselves in self-study (for example through literature or instructional videos).
Transparent teaching concept - Based on the "Smart Organizer" principle, the respective course is presented with its content, structure and workload and its integration into the other courses of the junior professorship is shown. The aim is to make the contents and objectives of the individual courses as well as the entire course offering clearly accessible to the students.
Integration of research and teaching - This is done, for example, by actively involving the research group in the courses. Doctoral students present their own research and the corresponding teaching content in the course.
Capstone Projects - In a Capstone project, groups consisting of three to six students work on real/substantive challenges as a supplement or substitution for a typical tutorial. These topics are usually developed in cooperation with an industrial partner. The industrial partner provides the students with information material or access to relevant contacts. The aim is to apply the teaching content to solve the problem and, for example, to create an innovative concept and / or a prototype.
Feedback culture and supervision activities at the junior professorship - "It costs nothing to ask!"
The supervision activities of the junior professorship include support in methodological and subject-specific questions as well as advice on the feasibility of the project and ensuring the progress of the project or research.
Intensive supervision takes place especially in the modules seminar papers, project work, study and research projects as well as final theses (Bachelor and Master). The focus is on the self-regulated planning, action and approach of the students and should take place as an accompanying process with the supervising persons. Students can contact the supervising person at any time to discuss relevant questions or their progress. Thus, the methodological, but also the professional competence is promoted. A topic-specific exchange with the supervising persons is explicitly desired.
| Stages ub the writing process | Aktivities of the teacher(s) | ||
| Text basis | Goal of the conversation | ||
| 1. Orientation and planning (topic identification, goal setting, choice of methods, data determination) | Concept, exposé or research question Outline |
Consulting | Check focus and feasibility of the work and adjust if necessary |
| 2. Gathering the material (research, selection and evaluation of literature, collection and analysis of data) | Literature list Overview Data/Sources | Check material situation and expand or narrow down if necessary | |
| 3. Processing the material (evaluating and structuring information in relation to the research question, writing a rough draft) | A part of the text (e.g. sample chapter) | Provide feedback on the quality of the text and revision options (mainly higher-order concerns, comment on lower-order concerns1) | |
| 4. Overall presentation (predominantly lower-order-concers1) | Finished text | Evaluation | When requirements are met: Appreciation (grade) and reflection In case of possible revision (for practice assignments): give concrete advice and recommend writing consultation if necessary In case of rejection: assessment with short comment |
1 Higher-Order-Concerns (HOC) include ideas, approach, organization, theme development, overall structure, and coherence, while Lower-Order Concerns (LOC) refer to aspects such as sentence structure, style, spelling, formal aspects.