The qualification goals mentioned below are divided into three dimensions. Each dimension corresponds to a target competence level. The following competence levels have been defined:

• Competence level 1 (awareness): cursory awareness of simple structures, only previously learned knowledge is tested
• Competence level 2 (comprehension): basic understanding of multiple structures up to deeper understanding of the relations between structures, learned knowledge is analysed, combined and applied
• Competence level 3 (deep understanding and application): deeper understanding of the relations between structures up to independent transfer and extension of knowledge to new structures, learned knowledge is critically questioned and/or evaluated, interrelations between structures and their consequences are reflected and explained

The competence level of the respective qualification goal is represented by the corresponding number (1, 2 or 3) in the competence descriptions below.

On completing the module the students will have achieved the following learning outcomes on the basis of scientific methods:

Subject skills

Students will obtain real experience in entrepreneurship and innovation of products, services and processes while developing solutions with real business feasibility (2). Thus, the program offers a unique opportunity to acquire business experience working with innovative medium sized and large companies (3). Students will learn to solve problems in an innovative way by adapting an entrepreneurial mindset and design thinking skills (2).

Method skills

Students will gain professional experience while applying skills that will be demonstrated during instructive sessions and applied by students thereafter, especially design thinking skills (2), lean start-up method tool kit (2), project management skills (2) and leading teams (2). Furthermore they are able to transfer and apply gained knowledge proactively in intercultural work situations (2).

Social skills

While performing challenging work with international, intercultural teams, students will develop team-playing skills (2) and broaden their perspective (3). Students will experience multicultural work (3) and conduct intercultural communication (2) among team members and with instructors and company partners. They will develop a sense of their own particular responsibility when working the colleagues and business partners in an international context (2). They are able to change perspectives and to communicate their own point of view in a goal-orientated and transparent manner (3).

Personal skills

Students have refined their own cognitive and behavioural abilities in situations of intercultural interaction (2). Students are confident and capable of putting forth their own ideas in intercultural communication situations (2). Even during the Corona pandemic, students can develop their personal and professional network and create personal and business relationships (2). Students get the possibility of receiving personal recommendations by appreciated mentors and company professionals (2) and improve our English language skills (3).

Literature

Required reading

Texts on OTH e-learing plattform

Recommended reading

Texts on OTH e-learing plattform and:

Blank, Steve (2013): Why the Lean Start-Up Changes Everything. Harvard Business Review, Vol. 93(5), 64-72.

Brown, T. (2008). Design thinking. In: Harvard Business Review, 86(6), 84ff.

Gilbert, C. G. & Eyring, M. J., (2010): “Beating the Odds when you Launch a New Venture.” Harvard Business Review, Vol. 88(5), 92-98.

Grots, A., & Pratschke, M. (2009). Design Thinking—Kreativität als Methode. Marketing Review St. Gallen, 26(2), 18-23.

Kim, W. Chan, & Mauborgne, Renee (2009). How strategy shapes structure. Harvard Business Review, 87(9), pp. 72-80.

Meinel, C., & Von Thienen, J. (2016). Design Thinking. Informatik-Spektrum, 39(4), 310-314.

Osterwalder, A., & Pigneur, Y. (2013): Business model generation: a handbook for visionaries, game changers, and challengers. John Wiley & Sons.

Plattner, H., Meinel, C., & Weinberg, U. (2009). Design-Thinking. Landsberg am Lech: Mi-Fachverlag.