Regulation & Standards: EU Green Claims Regulation, avoiding green washing, environmental labels and claims.

Consumer Perception: consumers understandimg of sustainability (heuristics, “eco-label bias,” misconceptions), credibility of claims

Strategic Communication: storytelling in sustainable packaging

Risks and Greenwashing: analysis of common greenwahing strategies, credible sustainability messages

Application/project work: Development of sustainable communication for a chosen packaging concept

• Students can explain key sustainability aspects of packaging (material selection, recyclability, carbon footprint, circular economy, life cycle assessments) and identify relevant regulatory frameworks for sustainability communication (e.g., EU Green Claims Regulation, packaging legislation, ISO standards).

• Students are able to craft credible, precise, and verifiable communication claims about sustainable packaging and identify and avoid greenwashing pitfalls as well as communication weaknesses.

• Students can critically reflect on how communication influences consumer behavior and sustainability outcomes.

Blended learning: combination of asynchronous online learning phases and presence phases

Online phases: learning materials (books, papers, report, presentations, etc.), assignments, self-assessment, students forums, wikis, etc.

Presence phases: frontal teaching, case studies, group discussions, small group work and peer review, presentations, guest lectures, etc.

Continuous assessment: Continous assessment including at least 3 partial assessments (e.g. intermediate test, final exam, short papers, presentations, group assignments)

• definition of presentation goals
• selection of information,
• choice of media and message,
• designing a compelling presentation structure,
• dealing with stress,
• handling questions from the audience.

• Students are able to define presentation goals and to prepare and structure convincing presentations.

• Students are able to create effective slides or other media and to handle media professionally.

• Students are able to meet the information needs of the audience.

Presentation methods:

• lecturer presentations

Participatory methods:

• practical exercises
• reflections
• feedback
• presentations
• simulation

Continuous assessment: The seminar is evaluated based on the active participation of the students. (100% mandatory attendance!)

The overall assessment communicated by the course instructor in the students´ portal.

> participated (teilgenommen)

> not participated (nicht teilgenommen)

The Professional English I course is all about communicating: communicating science and technology, communicating in English... which means we will be discussing, presenting and reflecting upon current topics relevant for packaging technologists.

Topics will be chosen which align with the aims of the degree program and by working closely with other lecturers will complement the content of courses running in parallel.

• Upon successful completion of the course students are able to communicate scientific/technological topics relevant to their field of studies clearly using the appropriate supporting media, and deal with arising questions (individually and in teams).

• Upon successful completion of the course students are able to design and present scientific posters.

• Students are able to discuss scientific/technological/ethical issues and justify their standpoint, and on occasion take the lead by presiding over these discussions in an international/ multicultural groups.

• Students are able to judge their own and their peers’ presentation performance (self-assessment and -reflection) and provide feedback (written and spoken) taking professional etiquette into account.

Presentational methods: Brief inputs.

Face-2-face / Moodle resources, relevant to each session.

Participatory methods: student-centered individual and group tasks such as presentations and discussions.

The students work at their own speed to acquire scientific knowledge depending on previous experience and expertise, and also depending on personal interest.

In addition to deepening knowledge of specific topics, through group work students acquire additional competences such as social, linguistic, discussion and presentations skills.

Additionally, they gain experience of working in international and interdisciplinary groups.

Continuous assessment: In detail, the course is assessed through the following partial performance evaluations:

1) Introductory Poster

2) Experience & Expertise Task

3) Proposed Discussion Article

4) Contribution to Discussion

5) Reflection of Discussion

6) Scientific Poster (first draft & final version)

7) Peer review of Posters

8) Presentation of Poster

9) Contribution to In-Class sessions

10) Course Reflection

The overall assessment of all partial performances will be communicated by the lecturer in Moodle.

The maximum achievable score for the overall assessment of all partial performances is 100 points.

The overall assessment will be carried out according to the following grading scale and will be communicated by the course instructor in the students’ portal.

> 0 to 59 points => insufficient (5)

> 60 to 69 points => sufficient (4)

> 70 to 79 points => satisfactory (3)

> 80 to 89 points => good (2)

> 90 to 100 points => excellent (1)

How does legislation work at EU level?

Regulation (EU) 2025/40 on Packaging and Packaging Waste (PPWR)

Regulation (EU) 1935/2004 on materials and articles intended to come into contact with food

Regulation (EU) No 10/2011 on plastic materials and articles intended to come into contact with food

Proposal for a DIRECTIVE OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL on substantiation and communication of explicit environmental claims (Green Claims Directive)

Directive (EU) 2019/904 on reducing the impact of certain plastic products on the environment

Packaging Licensing: Compliance with legal obligations

• Students can critically analyse and integrate the requirements of regulations and directives to evaluate the compliance implications for sustainable packaging systems across the entire value chain.

• Students are able to assess and critically reflect the regulatory impact of the combined EU legal framework on innovation, material selection, recyclability, and sustainability communication in packaging, and propose evidence-based recommendations.

• Students are able to evaluate and operationalize packaging licensing obligations under EU Extended Producer Responsibility (EPR) schemes, including national packaging registers, fee structures, reporting requirements, and eco-modulation criteria.

Blended learning: combination of asynchronous online learning phases and presence phases

Online phases: learning materials (books, papers, report, presentations, etc.), assignments, self-assessment, students forums, wikis, etc.

Presence phases: frontal teaching, case studies, group discussions, small group work and peer review, presentations, guest lectures, etc.

Continuous assessment: Continous assessment including at least 3 partial assessments (e.g. intermediate test, final exam, short papers, presentations, group assignments)

Key concepts of Sustainability and (Corporate) Social Responsibility

• Sustainability & Sustainable development
• IPAT formula
• UN SGDs, Global Compact and COP meetings
• (Corporate) Social Responsibility / ISO 26000
• Circularity / Cradle2cradle
• ESG Reporting standards
• Double Materiality assessment

Integrating Sustainability into the practices of Project Management

• Interacting life cycles
• Sustainability in project stakeholder management
• Sustainability in the business case
• Sustainability in the project team
• Sustainable procurement
• Scheduling for sustainability
• Sustainability in project risk management
• Sustainability in project reporting
• Sustainability in lessons learned

Sustainability in the Project life cycle & performing a Project Sustainability Impact Assessment

• Integrating sustainability in the project management process and life cycle of the project
• Instruments for a Project Sustainability Impact Assessment
• Performing a IPMA WISE impact assessment
• Aligning the project with the organisation’s goals and strategy

Aligning the Project with the Organization’s Sustainability Goals and Strategies

• Case presentations
• Developing a Sustainability Management Plan
• Sustainability interventions

• Students can critically analyse and synthesise the main concepts of sustainability and evaluate their strategic relevance for advanced project management practice.

• Students can critically evaluate the organisational, societal, and environmental implications of integrating sustainability considerations into complex projects and project management processes.

• Students can design and justify a comprehensive sustainability impact assessment and management plan by applying sustainability frameworks, methodological rigour, and evidence-based decision-making.

• Students can strategically align project impacts on society and the environment with the organisation’s overarching sustainability goals and strategy, demonstrating the ability to translate sustainability principles into actionable project governance.

• Lectures: In-depth study of the theoretical foundations and concepts of sustainable project management, including recent developments and best practices.
• Case studies: Examples and discussion of real projects with a focus on sustainability to understand the application of the concepts in more complex and challenging projects.
• Group work: Development and presentation of sustainable project plans, where students apply and extend their knowledge from the Bachelor program
• Discussions: Interactive discussions on current topics and challenges in sustainable project management to promote critical thinking and problem-solving skills.

Continuous assessment: Continous assessment: In detail, the course is assessed through the following partial performance evaluations:

In-class group assignment (20 points)

Homework: case study (50 points)

Individual reflection (30 points)

The overall assessment of all partial performances will be communicated by the lecturer in Moodle. The maximum achievable score for the overall assessment of all partial performances is 100 points.

The overall assessment will be carried out according to the following grading scale and will be communicated by the course instructor in the students´portal.

> 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)

• the principles and systems of personal leadership profiles,
• methods of self-perception and perception of others (feedback),
• leadership styles and their application,
• communication styles,
• team work
• systems of handling diversity

• Students are able to present their tasks and knowledge in a convincing way using different presentation styles.

• Students are able to identify conflicts in their work environment and to react in a reliable and solution-oriented way.

• Students are able to understand the system of leadership.

Presentational methods:

Work assignments: Students develop sets of questions, the contents of which are examined in interim exams and subsequently discussed in case of uncertainties. Individual work: Students work on a topic of their choice. This serves both for deepening knowledge in a specific area and for learning how to write a scholarly paper. Creating a power point presentation: Students present the results of their work with the help of a power point presentation.

Participatory methods:

Group work: In addition to elaborating on a specific topic and applying learned concepts, students acquire interdisciplinary skills such as social skills, media didactics competence and language proficiency when working in groups.

Continuous assessment: The integrated course is assessed through formative assessment.

In detail, the course is assessed through the following partial

performance evaluations:

1. Group assignment (paper and presentation) (= 30 points | min. 3

groups)

2. Active participation during discussions (20 points)

3. Homework on Milgram experiment (10 points)

4. Written final examination (= 40 points | min. 2 groups)

The overall assessment of all partial performances will be

communicated by the lecturer in Moodle. The maximum achievable score is 100 points.

The overall assessment will be carried out according to the following

grading scale and will be communicated by the course instructor in the

students portal.

> 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)

• Overview of conventional and emerging packaging testing systems and technologies, including their scope, applicability, and limitations for performance assessment.
• Introduction to chemical, physical, overall and specific migration concepts and their role in compliance and safety evaluation within relevant regulatory frameworks.
• Presentation of non-destructive testing approaches for assessing packaging integrity, material identity, and early-stage quality screening.
• Core material-specific testing frameworks for paper, board, and plastic packaging, covering typical test programs, key parameters, and the influence of structure, processing, and environment.
• Fundamentals of result interpretation and critical evaluation, linking data to specifications, standards, uncertainty, and fit-for-purpose decision-making.

• Students can critically evaluate the principles and regulatory logic of migration testing and packaging safety assessment.

• Students can compare the use of UV-Vis and FTIR for material identification/quantification and the characterization of packaging-related substances.

• Students can interpret mechanical testing principles and relate them to functional packaging performance under realistic conditions.

• Students can explain and apply the conceptual foundations of DSC and TGA to assess thermal behavior and stability of packaging materials.

• Students are abel to analyze barrier property measurement concepts and relate them to polymer structure and environmental influences.

The main content of the lectures will be presented by several lecturers in the classroom via PowerPoint presentations.

Participatory methods:

Students will participate in a standard blended learning approach. This includes classroom teaching and distance learning. The content will be assessed through a final exam.

Final exam: Final written exam

How to find scientific literature in packaging

Reading, understanding and interpreting papers in packaging and sustainability

Using AI for literature research

Using AI to read, summarize and analyze scientific literature

• Students are able to identify, access, and select relevant scientific literature in the fields of packaging and sustainability.

• Students can read, interpret, and critically evaluate scientific papers, understanding research methods, results, and implications for packaging science.

• Students are able to use AI tools to support literature searches and to summarize, analyze, and extract key insights from scientific publications.

Blended learning: combination of asynchronous online learning phases and presence phases

Online phases: learning materials (books, papers, report, presentations, etc.), assignments, self-assessment, students forums, wikis, etc.

Presence phases: frontal teaching, case studies, group discussions, small group work and peer review, presentations, guest lectures, etc.

Continuous assessment: Continous assessment including at least 3 partial assessments (e.g. intermediate test, final exam, short papers, presentations, group assignments)

• Literature survey databases

• AI as a tool for scientific working

• How to prepare a scientific text

• Citation of scienitific literature

• Avoiding plagiarism

• Presentation techniques

• Students can conduct a scientific literature survey, furthermore they can use AI for literature research within the framework of the AI guideline of the University of Applied Sciences Campus Vienna.

• Students can explain the internal standards and guidelines that are applied at the University of Applied Sciences Campus Vienna for seminar papers and Master theses.

• Students can comprehensively read and understand scientific publications and can assist in the preparartion of a scientific publication for international journals.

Blended learning (including learning methods such as frontal teaching, distance learning, exercises, work tasks, students´ presentations, etc.)

Continuous assessment: Continuous assessment (including assessment methods such as preliminary test, intermediate test, homework, students´ collaboration, and final exam)

• Material Flow Analysis / Substance Flow Analysis (SFA),
• Material Flow Accounting,
• Mass Balance / Material Balance,
• System boundaries,
• Input–output analysis,
• Life Cycle Assessment,
• Life Cycle Inventory / Life Cycle Impact Assessment,
• Environmental Impact Categories,
• Carbon Footprint,
• Product Environmental Footprint,
• Comparative LCA

• Students understand the fundamentals of Material Flow Analysis (MFA) & Life Cycle Assessment (LCA)

• Students are able to apply the most important assessment methods and tools.

Participatory methods:

• Modelling of simplified MFA and LCA examples
• Research about LCA Papers and studys -> comparison of those in a written essay

Presentational methods:

• Frontal ppt Presentation with participative exercises (e. g. quizzes and discussions) in MFA and LCA

• Presentation of simplified MFA and LCA examples

Continuous assessment: Continuous assessment including intermediate and final examinations, seminar work and group presentations

The overall assessment of all partial performances will be

communicated by the lecturer in Moodle. The maximum achievable score

for the overall assessment of all partial performances is 100 points.

The overall assessment will be carried out according to the following

grading scale and will be communicated by the course instructor in the

students´portal.

> 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)

The course provides a transition from theoretical concepts to practical application in the market. This course is structured around packaging materials and packaging types. Initially, the focus is on secondary packaging made of materials such as paper, including fillers, corrugated components, as well as plastics like films or injection-molded parts such as corrugated sheets. A brief overview is also given on wood packaging or metals as auxiliary materials. In addition, active packaging for protection against corrosion and electrostatics is introduced. Basic packaging materials like adhesive tapes or stretch films are also discussed, along with their specifications. Finally, the discussed materials are combined in terms of packaging development, with a focus on selecting the appropriate packaging for specific application scenarios.

• Students can apply the theoretically acquired knowledge of packaging materials in an industrial environment.

• Students have an overview of industrial solutions in the packaging industry and are capable of recognizing packaging material properties and using them effectively, as well as combining them in a meaningful way.

Presentational methods:

Face-to face teaching with discussion of important points in small groups

Participatory methods:

Students work independently on three tasks. Some questions are discussed in class in small groups

Continuous assessment: The integrated course is assessed through formative assessment. By

awarding points during the integrated course (ongoing performance

evaluation + 80% mandatory attendance) and not just at the end

through a final examination, several advantages arise:

- The workload is distributed evenly throughout the semester.

- The assessment does not represent a snapshot.

- Teaching methods can be modified and adjusted as needed.

- Students take active responsibility for the learning process

In detail, the course is assessed through the following partial

performance evaluations:

1.Task 1 (30 points)

2.Task 2 (30 points)

3.In-class group task (40 points)

The overall assessment of all partial performances will be

communicated by the lecturer in Moodle. The maximum achievable score

for the overall assessment of all partial performances is 100 points.

The overall assessment will be carried out according to the following

grading scale and will be communicated by the course instructor in the

students portal.

> 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)

• Repetition of packaging functions
• Definition and Basics Sustainability
• Overview of main packaging materials
• Interaction between packaging and contents
• D4R Overview
• Ecodesign criteria
• Circular economy – deep dive on the different R-strategies (Reduce, Reuse, Recycle)
• Basics of holistic sustainability assessment of packaging
• Link to sustainability reports and company’s strategies
• Best practice examples from the industry

• Students can critically evaluate packaging systems by integrating functional requirements, material characteristics, product–packaging interactions, and circular-economy R-strategies, and can use this analysis to assess trade-offs and identify opportunities for sustainability-oriented design improvements.

• Students can justify advanced ecodesign solutions by applying Design-for-Recycling principles, sustainability criteria, and holistic assessment frameworks (e.g., Circular Packaging Design Guideline ), demonstrating the ability to balance environmental and functional considerations..

• Students can critically benchmark industry best practices to formulate evidence-based recommendations that support transformation toward circular and sustainable packaging systems.

Blended learning: combination of asynchronous online learning phases and presence phases

Online phases: learning materials (books, papers, report, presentations, etc.), assignments, self-assessment, students forums, wikis, etc.

Presence phases: frontal teaching, case studies, group discussions, small group work and peer review, presentations, guest lectures, etc.

Continuous assessment: Basic structure

Each course is assessed on the basis of at least three components. These consist of mandatory ongoing assessments and an optional final examination.

Components

a) Ongoing assessments (at least 2)

Ongoing assessments should record continuous learning progress. Permissible formats are e.g:

Short tests / quizzes

Project or group work

Homework / Assignments

Presentations

Practical exercises

Participation in discussions or forums

b) Final exam (optional, maximum 1)

A final exam can be used, but is not mandatory.

Permitted formats:

Written examination

Oral examination

Practical exam

The Professional English II course consolidates and extends the knowledge and skills relevant for sustainable packaging technologists from the previous Professional English I course.

Topics will be chosen which align with the aims of the degree programme and by working closely with other lecturers will complement the content of courses running in parallel.

• Upon successful completion of the course students are able to analyse and understand the scientific literature (scientifically and linguistically).

• Upon successful completion of the course students are able to write using good scientific style.

• Upon successful completion of the course students are able to discuss/debate/negotiate using the appropriate language and techniques.

• Upon successful completion of the course students are able to navigate and productively contribute to an international/interdisciplinary working environment with the appropriate skills and mindset.

Presentational methods: Brief inputs.

Face-2-face / Moodle resources, relevant to each session.

Participatory methods: student-centered individual and group tasks such as problem-solving scientific tasks and debates.

The students work at their own speed to acquire scientific knowledge depending on previous experience and expertise, and also depending on personal interest.

In addition to deepening knowledge of specific topics, through group work students acquire additional competences such as social, linguistic, discussion and presentations skills.

Additionally, they gain experience of working in international and interdisciplinary groups.

Final exam: In detail, the course is assessed through the following partial performance evaluations:

1) Expertise Task

2) Scientific Literature tasks

3) Debate tasks

4) Contribution to In-Class sessions

5) Course Reflection

The overall assessment of all partial performances will be communicated by the lecturer in Moodle.

The maximum achievable score for the overall assessment of all partial performances is 100 points.

The overall assessment will be carried out according to the following grading scale and will be communicated by the course instructor in the students’ portal.

> 0 to 59 points => insufficient (5)

> 60 to 69 points => sufficient (4)

> 70 to 79 points => satisfactory (3)

> 80 to 89 points => good (2)

> 90 to 100 points => excellent (1)

• Sources of innovation,
• business model innovation,
• new business development,
• entrepreneurial selling,
• managing a start-up or small business, private equity & venture capital

• Graduates are able to develop innovative business models.

• Graduates are able to manage innovation processes successfully.

• Graduates are able to apply methods of entrepreneurial leadership.

Presentational methods:

Topics of innovation, entrepreneurship & strategy will be elaborated based on a PowerPoint presentation prepared specifically for the purposes of the course, whereby basic prior knowledge (as economic topics are taught as part of the Bachelor's degree program) is expected, and the willingness to engage in economic and innovative thinking is a key requirement.

Participatory methods:

The students independently prepare sub-areas of the innovation processes and methods of entrepreneurial leadership and present their knowledge in class and answer questions from the participants as experts. In addition, students are required to develop an entrepreneurial venture step by step in group work and work out concrete concepts for founding a start-up.

Continuous assessment: The integrated course is assessed through formative assessment. By

awarding points during the integrated course (ongoing performance

evaluation 80% mandatory attendance) and not just at the end

through a final examination, several advantages arise:

- The workload is distributed evenly throughout the semester.

- The assessment does not represent a snapshot.

- Teaching methods can be modified and adjusted as needed.

- Students take active responsibility for the learning process and receive

individual courses for action.

In detail, the course is assessed through the following partial

performance evaluations:

1. active participation in class (= 15 points)

2. literature test (= 10 points)

3. individual work and presentation in class (= 30 points)

4. group start-up concept and presentation in class (= 30 points)

5. written final examination (= 15 points | min. 2 groups)

The overall assessment of all partial performances will be

communicated by the lecturer in Moodle. The maximum achievable score

for the overall assessment of all partial performances is 100 points.

The overall assessment will be carried out according to the following

grading scale and will be communicated by the course instructor in the

students portal.

> 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)

Important legal issues in environmental law for packaging technologies

Air pollution control law
Water law
Chemicals law
Environmental impact assessment

Law and sustainable entrepreneurship
ESG reporting
Environmental management systems

• Graduates will be able to integrate legal obligations with principles of sustainable entrepreneurship, by evaluating the role of environmental management systems, ESG reporting, and sustainability standards in the development of packaging technologies, and assess their implications for corporate strategy and stakeholder communication

• Graduates critically analyze and apply key legal frameworks in environmental law, including air pollution control law, water law, chemicals law, and environmental impact assessment, to evaluate the environmental compliance of packaging technologies and propose legally sound solutions.

Blended learning: combination of asynchronous online learning phases and presence phases

Online phases: learning materials (books, papers, reports, presentations, etc.), assignments, self-assessment, students forums, wikis, etc.

Presence phases: frontal teaching, case studies, group discussions, small group work and peer review, presentations, guest lectures, etc.

Continuous assessment: Continuous assessment including at least 3 partial assessments (e.g. intermediate test, final exam, short papers, presentations, group assignments)

• Conventional and novel testing systems and technology,
• chemical, physical and microbial tests,
• non-destructive testing systems and technology,
• specific material testing procedures for packaging made of paper, board or plastic test programs and parameters,
• interpretation of test results

• Students deepen their understanding of conventional packaging testing and technology and gain a comprehensive overview of novel and nondestructive packaging testing and technology.

• Students are able to select appropriate tests necessary for development of new as well as examination of existing packaging systems and, further, to prepare, analyze and evaluate material and packaging specifications.

Didactic setting - in class (face-to-face) and online teaching:

3 SWS / 6 ECTS (= 150 TU workload students) =

23 TU in class teaching (face-to-face)

1 TU exam (examination supervision by the lecturer)

126 TU distance learning (=workload students)

Presentational methods:

The main content of the lectures will be presented by several guest lecturers in the classroom via powerpoint presentation.

Participatory methods:

Students will participate with a standard blended learning approach. This include online exercises and teaching material, practical laboratory exercises and a team exercise in form of writing laboratory protocols together.

Continuous assessment: The integrated course is assessed through formative assessment. By

awarding points during the integrated course (ongoing performance

evaluation 80% mandatory attendance) and not just at the end

through a final examination, several advantages arise:

- The workload is distributed evenly throughout the semester.

- The assessment does not represent a snapshot.

- Teaching methods can be modified and adjusted as needed.

- Students take active responsibility for the learning process and receive

individual courses for action.

In detail, the course is assessed through the following partial

performance evaluations:

1. laboratory entry exam 1 (20 points)

2. laboratory protocol 1 (30 points)

3. laboratory entry exam 2 (20 points)

4. laboratory protocol 2 (30 points)

The overall assessment of all partial performances will be

communicated by the lecturer in Moodle. The maximum achievable score

for the overall assessment of all partial performances is 100 points.

The overall assessment will be carried out according to the following

grading scale and will be communicated by the course instructor in the

students portal.

> 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)

• Basic principles of quantitative and qualitative research
• Research design and quality assurance
• Quantitative methods:
  • Methods of quantification (Design and conduction of advanced questionnaires, ...)
  • Assessment and presentation of results
• Qualitative methods:
  • Overview of qualitative data collection methods
  • Overview of procedures for the analysis of qualitative data
  • Conduction of qualitative methods (expert interviews, ...)
  • Helpful tools for qualitative methods (transcription)
• Evaluation methods
• Interpretation of data and critical reflection of results

• Students can explain the main differences and areas of application of quantitative and qualitative research methods.

• Students are able to create an empirical research design and create and analyze interview guidelines.

• Students can design questionnaires in a meaningful way and analyze them quantitatively and qualitatively as well as critically analyze AI-generated questionnaires.

• Students can interpret results from qualitative and quantitative research.

Blended learning:

• Lectures by teachers
• Assignments, tasks and presentations
• Discussions
• Distance learning

Final exam: Continuous assessment including at least 3 partial assessments (e.g. intermediate test, final exam, short papers, presentations, group assignments)

Create a working title

Explain why these were chosen

Research current publications on the topic

Create research questionnaires

Use of AI

Critically question and create own research questions

Selection of methods

Suggestion of methods that are possible for the answer

Literature portfolio

• Students can identify a research topic and create a specific title.

• Students conduct research, including with the help of AI, and critically examine it.

• Students identify appropriate methods and literature to answer research questions.

Support from teaching staff for planning the master's thesis

Regular feedback loops between teachers and students

Home phase: Working out the individual steps of the master's thesis

Continuous assessment: Creation and reflection of working title: 20 points

Creating and reflecting on research questions (AI-supported): 30 points

Method selection/portfolio: 30 points

Literature portfolio: 20 points

• Application of software tools (STAN, openLCA),
• Establish material and energy flow diagrams / Sankey diagrams,
• Use of LCA databases (e.g. Ecoinvent),
• Realization of a combined MFA and LCA study

• Students are able to independently conduct an LCA study (in a simplified manner)

• Students are able to identify the environmental hotspots of a product’s life cycle.

• Students are able to understand the relevance of packaging in the context of product sustainability.

Blended learning (including learning methods such as frontal teaching, distance learning, exercises, work tasks, students´ presentations, etc.)

Participatory methods:

• Establishment of MFA model with the help of software STAN in groups.
• Establishment of LCA model with the help of software openLCA in groups.

Presentational methods:

• Presentation of MFA model with the help of software STAN

Presentation of LCA model with the help of software openLCA

Continuous assessment: Continuous assessment (including assessment methods such as homework and a final group report)

• Conventional as well as novel technologies and concepts,
• selected topics in packaging technology
• trends and current research topics
• future scenarios with a focus on sustainable packaging

• Students can explain conventional packaging technology and novel packaging technologies in depth.

• Students can analyze and assess areas of application for specific packaging technologies regarding different product requirements.

• Students can assess the potential of certain packaging technologies in the packaging sector.

Presentational methods:

• presentation with ongoing discussion
• guest lecture

Participatory methods:

• group exercises
• reading and discussing scientific literature

student presentations with discussions

Continuous assessment: In detail, the course is assessed through the following partial performance evaluations:

1. Assignment 1 – short paper (10 points)

2. Intermediate exam 1 (20 points)

3. Assignment 2 – short paper (10 points)

4. Intermediate exam 2 (20 points)

5. Written final examination (= 40 points | min. 2 groups)

The overall assessment will be carried out according to the following grading scale and will be communicated by the course instructor in the students´portal. > 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)

• Recap and update the content and results from Research Design
• Create introduction and objectives for the selected topic
• Describe methods and present initial data basis, method design (laboratory work, survey, creation of evaluation scheme, review, etc.)
• Finalize the list of literature
• Schedule and risk analysis for the Master's thesis project

• Students develop a correct research design to answer their research questions.

• Students finalize their master's thesis topic, independently write an introduction and objectives, and research current literature on their chosen topic.

• Students analyze risks when writing their master's thesis and draw up a schedule for developing their topic.

Support from teaching staff for planning the master's thesis

Regular feedback loops between teachers and students

Home phase: Working out the individual steps of the master's thesis 

Final exam: Recap: 10 points

Introduction: 25 points

Methods and research design: 40 points

Bibliography: 15 points

Timetable and risk analysis: 10 points

Ecodesign

Contents vary depending on the semester. 
Current topics in the field of sustainable design and packaging are covered:

e.g.:
Littering 
Customer-centered design 
Bio-plastics 
Reuse and packaging 
Composite materials in the packaging industry 
Smart packaging

• Students understand current trends and challenges in sustainable design and packaging, including issues such as littering, bio-plastics, reuse systems, and composite materials.

• Students can analyze and evaluate packaging solutions with regard to customer-centered design, material impacts, and sustainability performance.

• Students are able to apply contemporary concepts such as smart packaging and circular design strategies to propose improvements for modern packaging systems.

Blended learning: combination of asynchronous online learning phases and presence phases

Online phases: learning materials (books, papers, reports, presentations, etc.), assignments, self-assessment, students forums, wikis, etc.

Presence phases: frontal teaching, case studies, group discussions, small group work and peer review, presentations, guest lectures, etc.

Continuous assessment: Continuous assessment including at least 3 partial assessments (e.g. intermediate test, final exam, short papers, presentations, group assignments)

Theory:

Mechanical recycling of plastics, paper, glass and metal

Chemical recycling basics

Current challenges in the recycling of packaging

Laboratory:

Plastics recycling

Paper recycling

• Students understand the principles of mechanical and chemical recycling for plastics, paper, glass, and metals, and can explain current challenges in packaging recycling.

• Students can analyze and evaluate different recycling processes, identifying technical, environmental, and practical barriers to efficient material recovery.

• Students are able to perform basic laboratory recycling procedures for plastics and paper and interpret the results to assess material quality and recyclability.

Blended learning: combination of asynchronous online learning phases and presence phases

Online phases: learning materials (books, papers, reports, presentations, etc.), assignments, self-assessment, students forums, wikis, etc.

Presence phases: frontal teaching, case studies, group discussions, small group work and peer review, presentations, guest lectures, etc.

Practical Lab Course

Final exam: Continuous assessment including at least 3 partial assessments (e.g. intermediate test, final exam, short papers, presentations, group assignments)

Insights about current packaging trends and potentials for innovations and future markets from key note speakers along the value-added chain (packaging producers, manufacturers of branded goods, service providers, science, etc.)

• Students understand the global supply chain and markets as well as international developments and trends.

• Students can conduct trend scouting and market research and are able to derive and evaluate information on positive and negative impact factors.

• Students are capable of developing packaging with regards to trends and future markets.

Didactic setting – in class (face-to-face) and online teaching:

3 SWS / 6 ECTS (= 150 TU workload students) =

23 TU in class teaching (face-to-face)

1 TU exam (examination supervision by the lecturer)

126 TU distance learning (=workload students)

Presentational methods:

Face-to face teaching with discussion of important points in small groups

Participatory methods:

Participation in discussion, Input from own experience and industry experience

Exercise: Students research a trend in their field of work or interest and learn about trend scouting and get a chance to connect with co-students and colleges at work

Questionnaires: Students research the guest speakers and there companies, the are prepared for the presentations and can ask open questions from there research. Learning about the industry and connecting with the guest speaker

Online exam: students read compulsory literature and prepare for an exam all by them self to become capable of independent work.

Term paper: students write a term paper to a self chosen topic. They have to follow all instructions for a master thesis and have the chance to prepare for this task. The present their work as a pitch presentation and read and grade on colleges work to get an insight on one more topic and understand the grading process better.

Continuous assessment: In detail, the course is assessed through the following partial performance evaluations:

1. Online exam compulsory literature (10 points)

2. Questionnaires (10 points)

3. Trend Paper (10 points)

4. Term Paper (40 points)

5. Peer-Feedback (10 points)

6. Presentation Pitch (20 points)

7. Bonus Points (10 points)

The overall assessment of all partial performances will be communicated by the lecturer in Moodle. The maximum achievable score for the overall assessment of all partial performances is 100 points. (110 with bonus points)

The overall assessment will be carried out according to the following grading scale and will be communicated by the course instructor in the students´portal.

> 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)

This course provides a broad introduction of the major theories and models of financial management, which are offered as aids for the understanding, evaluation and resolution of financial managers’ problems. The course contents will cover the following subjects:

• Financial reporting
• Working capital
• Financial statement and cash flow analysis
• Capital structure
• Sources of capital
• Investment and project evaluation
• NPV and IRR
• Financial planning
• Risk management

• Students are able to interpret financial figures and results.

• Students are able to develop and execute financial plans.

• Students are able to write investment applications.

Didactic setting – in class (face-to-face) and online teaching:

• 3 SWS / 6 ECTS (= 150 TU workload students) =
• 23 TU in class teaching (face-to-face)
• 1 TU exam (examination supervision by the lecturer)
• 126 TU distance learning (=workload students)

Presentational methods:

• In class lectures conveying the fundamental basics of the IC content.

Participatory methods:

• Class participations: Students are encouraged to participate in class discussions on relevant IC topics.
• Group presentations (students’ presentations): Students present a specific, chosen topic in front of the class. This allows the topics to made accessible to the entire classroom and encourage discussions.
• Group work (case studies): Students work on specific topics in their respective groups. On the one hand, students strengthen their knowledge by applying what they have learned in class, and on the other hand, working in a group develops interdisciplinary skills such as social skills, media didactics and linguistic competence.

Continuous assessment: In detail, the course is assessed through the following partial performance evaluations:

1. class participation (10 points)

2. students´ presentations (10 points)

3. case studies (40 points)

4. Written final examination (= 40 points | min. 2 groups)

The overall assessment of all partial performances will be communicated by the lecturer in Moodle. The maximum achievable score for the overall assessment of all partial performances is 100 points.

The overall assessment will be carried out according to the following grading scale and will be communicated by the course instructor in the students´portal.

> 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)

• Digitization, digital transformation
• basic knowledge, distinction, historical development
• specific concepts, possibilities, and practical use
• case studies from the industry

• Students are able to recognize the importance of data collection, identify limitations in data collection methods and other sources of statistical bias, and determine their implications and how they affect the scope of inference.

• Students are able to use statistical software (e.g. minitab) to summarize data numerically and visually, and to perform data analysis.

• Students are able to apply estimation and testing methods to analyze single variables or the relationship between two variables in order to understand natural phenomena and make data-based decisions.

Didactic setting – in class (face-to-face) and online teaching:

1.5 SWS / 3 ECTS (= 75 TU workload students) =

11 TU in class teaching (face-to-face)

1 TU exam (examination supervision by the lecturer)

63 TU distance learning (=workload students)

Presentational methods:

Topics of digitization, digitalization, digital transformation will be elaborated based on a PowerPoint presentation prepared specifically for the purposes of the course, whereby no specific prior knowledge is expected, but everyday knowledge in dealing with electronic media is advantageous. A particular focus is on the topic of artificial intelligence.

In addition, experts from the field - preferably from the packaging industry - will be invited to explain approaches to digital transformation in their respective companies.

Participatory methods:

The students prepare for the respective units in class through homework, research background information and work out concrete questions that can be dealt with in the classroom units.

Continuous assessment: In detail, the course is assessed through the following partial performance evaluations:

1. homework / lesson preparation (30 points)

2. active participation in class (30 points)

3. final exam (40 points)

The overall assessment of all partial performances will be communicated by the lecturer in Moodle. The maximum achievable score for the overall assessment of all partial performances is 100 points.

The overall assessment will be carried out according to the following grading scale and will be communicated by the course instructor in the students' portal.

> 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)

• Introduction to environmental hazards caused by industry
• Air pollution control
• Water treatment
• Soil protection
• Littering and environmental analysis
• Environmental biotechnology

• Students are aware of society's impact on the environment and understand the connection with the packaging industry.

• Students understand how the extraction of raw materials for the packaging industry and the waste streams from the packaging industry affect the environment, and develop methods to reduce these impacts.

• Students understand and explain how environmental technologies work and decide which of these technologies are appropriate for specific processes in the packaging industry.

Blended learning: combination of asynchronous online learning phases and presence phases

Online phases: learning materials (books, papers, reports, presentations, etc.), assignments, self-assessment, students forums, wikis, etc.

Presence phases: frontal teaching, case studies, group discussions, small group work and peer review, presentations, guest lectures, etc.

Continuous assessment: Continuous assessment including at least 3 partial assessments (e.g. intermediate test, final exam, short papers, presentations, group assignments)

• Difference between waste management and circular economy
• Waste management law
• Logistic systems in waste management
• Concept of mechanical-biological waste treatment
• More than just packaging waste: Selected case studies: e.g., food waste, building materials (may change depending on the semester)
• Biogas technology
• Composting
• Landfilling

• Students can explain the difference between waste management and circular economy and understand waste as a resource for sustainable development

• Students can describe the structure of waste management systems, in particular waste logistics, and can propose knowledge-based logistics solutions in context of the infrastructure. They can apply waste management law as the basis for a functioning waste management system.

• Students can suggest various technologies based on waste characteristics (bio waste, construction waste, etc.) and explain how these technologies work (e.g., composting, landfill technology).

Blended learning: combination of asynchronous online learning phases and presence phases

Online phases: learning materials (books, papers, reports, presentations, etc.), assignments, self-assessment, students forums, wikis, etc.

Presence phases: frontal teaching, case studies, group discussions, small group work and peer review, presentations, guest lectures, etc.

Continuous assessment: Continuous assessment including at least 3 partial assessments (e.g. intermediate test, final exam, short papers, presentations, group assignments)

• Fundamentals of Change Management

  • Types of change: organizational, technological, cultural, and sustainability-driven change

  • Drivers of change in the packaging industry (innovation, regulation, digitalization, sustainability transitions)

• Change Models and Frameworks

  • Strengths and limitations of different change approaches in complex, technology-driven environments

• Human and Organizational Aspects of Change

  • Stakeholder analysis and engagement

  • Leadership, communication, and resistance to change

  • Organizational culture and behavior in change processes

• Change Management in Technical and Industrial Contexts

  • Managing change in engineering, production, and R&D environments

  • Change related to new packaging materials, processes, automation, and digital tools

• Sustainability and Regulatory Change

  • Change management in response to environmental regulations, circular economy requirements, and sustainability goals

• Change Planning and Implementation

  • Developing change strategies, roadmaps, and implementation plans

  • Monitoring, evaluation, and continuous improvement

• Case Studies and Applied Projects

  • Analysis of real-world change initiatives in the packaging sector

• Students will be able to analyze and interpret change processes in organizations and industrial systems, particularly in technology- and sustainability-driven contexts.

• Students will be able to design structured change strategies and implementation plans that integrate technical, organizational, and human factors.

• Students will be able to assess stakeholder interests, resistance, and organizational culture, and develop effective communication and engagement strategies.

Presentational methods:

• lecturer presentations

Participatory methods:

• practical exercises
• reflections
• feedback
• presentations
• simulation

Final exam: The seminar is evaluated based on the active participation of the students. (100% mandatory attendance!)

The overall assessment will be carried out according to the following grading scale and will be communicated by the course instructor in the students´portal.

> participated (teilgenommen)

> not participated (nicht teilgenommen)

Digitization, digital transformation

Knowledge, distinction, historical development

Specific concepts, possibilities, and practical use

Case studies from the industry

• Students are able to critically analyze and evaluate digital transformation processes in the packaging industry, including the application of advanced digital technologies, sustainability considerations, and their impact on industrial systems and value chains.

• Students are able to design and implement strategic digital transformation initiatives in the packaging sector, integrating technological, organizational, and human factors while addressing industry-specific challenges such as sustainability, innovation, and regulatory requirements.

Learning methods consist of a balanced mix of frontal teaching, work assignments, discussions, individual work, presentations and group work.

Continuous assessment: The integrated course is assessed through formative assessment, via

awarding points during the integrated course (ongoing performance

evaluation + 80% mandatory attendance) and not just at the end

through a final examination. The course is assessed through at least 3 partial

performance evaluations.

Students have to conduct a Master thesis (16 ECTS) in English, present the topic and results within the Master seminar (3 ECTS) and pass a final Master’s exam (2 ECTS).

For the Master seminar, students have to prepare a presentation of their Master thesis and to present it to a scientific audience.

• Students are able to prepare a structured and clear presentation in a reliable and autonomous way.

• Students are able to present and defend the results of their research to a relevant audience.

• Students are able to reflect feedback and implement it in a scientific way.

• Students are prepared for their final Master defensio.

Research-guided learning

Continuous assessment: Mandatory participation

Students have to conduct a Master thesis (16 ECTS) in English, present the topic and results within the Master seminar (3 ECTS) and pass a final Master’s exam (2 ECTS).

The Master thesis serves the evidence that the student is able to work on a scientific topic independently. The selected topic has to be related to packaging technology and/or sustainability. 

• Students are able to conduct research on a selected scientific topic in the field of packaging technology and sustainability in a reliable and autonomous way.

• Students are able to plan, carry out and complete a research project in the field of packaging technology and sustainability.

Research-guided leraning

Final exam: Module exam

Students have to conduct a Master thesis (16 ECTS) in English, present the topic and results within the Master seminar (3 ECTS) and pass a final Master’s exam (2 ECTS).

The Master thesis serves the evidence that the student is able to work on a scientific topic independently. The selected topic has to be related to packaging technology and/or sustainability.

• Students are able to present and defend the results of their research to a relevant audience.

Research-guided leraning

Final exam: Module exam

• Introduction to packaging development and design,
• Introduction to Strategy and Implementation design principles
• Design Thinking / Client centricity (practical unit)
• Understanding and reproducing briefing information (The value of information)
• Transfer of briefing information into project tasks
• Holistic approach to Packaging (practical unit)
• Introduction to aligned working principles (Packaging Wheel)

• Students will broaden their knowledge in packaging technology and implementation.

• Students will learn fundamentals of packaging strategy and packaging design.

• Students are able to synthesize relevant information via brief and debrief and will understand how to transfer information into tasks.

• Students will learn the importance of understanding consumer needs and to structure their own tasks according to this.

• Students will deepen their experience in presentation skills and in working under restrains in terms of time or resources and in working as a team.

Didactic setting - in class (face-to-face) and online teaching:

3 SWS / 6 ECTS (= 150 TU workload students) =

23 TU in class teaching (face-to-face)

1 TU exam (examination supervision by the lecturer)

126 TU distance learning (=workload students)

Presentational methods:

- Lectures on Packaging principles (partly w/ media support)

Participatory methods:

- Preparation of presentations

- Presentation of work

- Individual and team work

- 20-10-10-5 System

- Group and panel discussion

- Analysis on information and elaboration of questionnaire

- Practical session on Design Thinking

- Consumer surveys

Continuous assessment: The integrated course is assessed through formative assessment. By

awarding points during the integrated course (ongoing performance

evaluation 80% mandatory attendance) and not just at the end

through a final examination, several advantages arise:

- The workload is distributed evenly throughout the semester.

- The assessment does not represent a snapshot.

- Teaching methods can be modified and adjusted as needed.

- Students take active responsibility for the learning process and receive

individual courses for action.

In detail, the course is assessed through the following partial

performance evaluations:

1. assignment 01: Pick-A-Pack (20 pts)

Introduction into the topic

First evaluation of a packaging

1st Assignment 02: The Debrief (30 Pts)

The relevance of information transfer

Create the perfect (De)Brief

2nd Assignment 03: alternating topic (50 Pts)

Assignment is based on the topic of Day 04

The overall assessment of all partial performances will be

communicated by the lecturer in Moodle. The maximum achievable score

for the overall assessment of all partial performances is 100 points.

The overall assessment will be carried out according to the following

grading scale and will be communicated by the course instructor in the

students portal.

> 0 to 59 points => insufficient (5)

> from 60 points => sufficient (4)

> from 70 points => satisfactory (3)

> from 80 points => good (2)

> from 90 points => excellent (1)