Fundamentals of scientific theory (history, truth, etc.) Critical thinking (argumentation, reasoning, reflection), logic (induction, deduction, abduction), basics risk and safety (definitions, concepts,) selected organizational theories, moral courage, fundamentals law, hierarchy of the legal system, basics of complexity

• The students are able to understand and explain the concept of critical thinking as well as argumentation.

• The students are able to formulate their own statements precisely and to derive logical final conclusions as well as to check existing statements for their logical consistency.

• Students are able to recognize patterns in individual risk behavior and can trace these back to cultural backgrounds and apply them to their own everyday lives.

• Students are able to explain selected concepts of organizational theory and apply them to specific issues as well as explain the historical and cultural development and today's understanding of risk.

• Students are able to classify different legal requirements with regard to risk and safety activities.

Lectures, presentation, group work tasks, self-study (e.g. reading, research)

Module exam

Statistical basics (sample and population, frequencies, qualitative and quantitative characteristics, scale levels); statistical parameters (positional and dispersion measures, distribution measures); graphical representation; basics of probability theory; discrete and continuous random variables and distribution forms (inter alia binomial, Poisson, normal distribution); Expected value; standard deviation and variance in the probability calculus; correlation and its interpretation; formulating hypotheses; significance level and normal distribution approximation; parameter estimation, confidence intervals for share values; means and variances; errors of the first and second kind; test distributions and hypothesis testing, variance analysis; significance check for correlations;

• The students are able to evaluate statistical statements on risks to their informative value.

• The students are able to apply statistical methods for questions in the field of risk.

Lectures, presentations, individual and group work tasks, self-study (e.g. reading, research)

Module exam

Process Lifecycle - designing processes: recording process in process map, developing processes (identification and delimitation / analysis of status quo process / conception of target process / realization of potential for improvement), success factors process management, accompanying changes: system, human, team, leadership, motivation, conflict, creativity methods, organizational cultures, resistance, change, organizational changes, change management

• The students are able to analyze processes.

• Students are able to align organizations to processes.

• The students are able to apply quality engineering and methods.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Standard ISO 9001: 2015: Overview, Introduction, Chapters 4-5, Normative (Vision, Mission, Culture, Values, Mission Statement), Strategic (Strategy, Objectives), Operational (Processes, Projects, Measures, Strategy Map, BSC), Norm ISO 9001: 2015: Chapters 6-8, Documentation Process Management, Standard ISO 9001: 2015: Chapters 9-10, Models, Audit 9001, Assessment, Optimization QM Methods, Statistical Quality Management, Overview Integrated Management Systems, Enterprise Policy IMS, Definition Management System, Communication

• The students are able to plan quality assurance processes and procedures.

• The students are able to apply quality engineering and methods.

• The students are able to practice target-group oriented communication with regard to process and quality management.

• The students are able to supervise processes by means of process and system audits.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Historical development, definitions (e.g. ML, DL, ANN), generative AI, augmented intelligence, ethics and law, critical and responsible use of AI

• Students understand the basic concepts and principles of artificial intelligence.

• Students are able to explain the advantages, disadvantages and limitations of AI applications.

• Students will be able to describe the ethical and social implications of AI and critically scrutinize them with regard to their own area of application.

Lectures, presentations, group tasks, self-study (e.g. using applications)

Module exam

Reflect on and strengthen reading, research, thinking and writing skills (cf. critical thinking, argumentation, logic, source criticism, writing process), citation, basics of academic writing (e.g. academic language, research question, defining and researching a research topic, writing an introduction)

• Students are able to analyze and improve their thinking, reading and writing skills through self-reflection, mindfulness and targeted exercises.

• The students are able to quote sources consistently and correctly in their papers.

• Students are able to research sources, evaluate literature, generate research questions and write short scientific texts lege artis.

Lectures, exercises, self-study, feedback, written exam

Module exam

Requirements of the professional environment, expectations of the professional environment. Understanding of roles, day-to-day work processes, rules and structures, communication channels, operational framework conditions

• Students are able to recognize and classify basic requirements and expectations of the professional environment (e.g. rules, standards, communication channels).

• Students are able to develop an initial understanding of their role, clarify responsibilities and derive appropriate behavior in the work context.

• Students are able to orient themselves in the central processes of everyday work, carry out tasks according to predefined processes and move confidently in routines.

Business simulation
The course is designed as a practical work setting in which students can realistically test the central requirements of everyday working life. In binding work phases (onboarding and project work), they work on regular tasks with clear deadlines and receive continuous feedback on quality, diligence and professional implementation. By adhering to formal standards, structured processes and clear roles, a resilient understanding of work and responsibility is established. Overall, the format promotes the development of professional routines under conditions of commitment and pressure to be efficient.

Continuous assessment: Exam format (practical tasks)

Self-awareness and change of perspective, analysis of professional experiences, classification of situations in theoretical models, critical examination of own assumptions and actions, derivation of learning and development needs, review of routines and understanding of roles, connection of theory and practice, evaluation of decision-making processes and their effects.

• Students are able to present the central theory of Organizational Socialization Theory in its basic assumptions, objectives and central concepts and critically classify its significance and limitations for entry into professional practice.

• Students are able to reflect on their first experiences in a professional environment in a theory-based manner by analysing and comprehensibly describing role requirements, expectations and formal and informal rules of the work context with the help of Organizational Socialization Theory.

• Students are able to derive orientation for their further professional behavior from the theory-based reflection of their professional experience and to formulate concrete approaches that can be transferred to comparable situations.

Reflection is methodically supported by Tavistock-oriented work discussion: professional situations are introduced as short case vignettes, contextualized together (roles, expectations, dynamics) and evaluated in terms of their effect on actions and decisions. In addition, students use reflective journals/learning logs and structured guiding questions to systematically record experiences and make patterns visible over time. Single- and double-loop learning is used not only to evaluate actions, but also to examine and develop the underlying assumptions, rules and values. Peer feedback, collegial case consultation and sensemaking formats ensure a diversity of perspectives and promote a professional language for reflection and the transfer of learning into everyday working life.

Continuous assessment: Examination format (reflection)

Concept of risk in the historical context, contents and tasks of a risk management system, methods of risk identification, - analysis and management, specifics of representation and communication of risks, perception of risk, fundamentals of decision theory, fundamentals of danger theory

• The students are able to differentiate common dimensions of the term risk.

• The students are able to differentiate between intuitive and analytical decision making processes.

• The students are able to describe selected risk management models (ONR49000. COSO, etc.).

• Students are able to present methods and possibilities of risk identification, risk analysis and risk management as well as the specifics of communicating risks.

• The students are able to use scientific approaches for specific questions and to make basic initial assessments of risks.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Risk management and society, individual and cooperative risk behavior, opportunities and problems in decision-making processes, presentation of probabilities, theory and practice of risk management, special risk management organization, participation in internal events and congresses, comparison of risk management between Austria and selected countries

• Students are able to place the dimensions of the concept of risk in an individual, social and organizational context and to discuss fundamental social problems of risk management as well as to place them in a cultural and international context.

• The students are able to present possibilities and problems of synergetic application of intuitive and analytical decision-making processes.

• The students are able to name strengths and weaknesses of different presentation forms of risks.

• Students are able to identify the challenges of the practical implementation of risk management models in organizations and present the special features of risk management in high-reliability organizations.

• The students are able to present acquired knowledge with regard to risk management.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Fundamentals of technical and organizational systems, identification of basic sources of danger and typical weak points, analysis of elementary cause-and-effect relationships, understanding of basic propagation, impact and load mechanisms, initial assessment of possible effects on people, the environment and material assets,

• Students are able to analyze technical systems, identify potential sources of danger and systematically record the main risk factors.

• Students are able to assess the possible effects of technical hazards on people, the environment and material assets, taking into account relevant dispersion, impact and exposure mechanisms.

• Students are able to derive suitable prevention, protection and monitoring measures from analysis and evaluation and assess their effectiveness in the overall system.

Practical project

Module exam

In-depth analysis of complex technical and operational structures, investigation of complex dispersion, impact and exposure mechanisms, assessment of multi-layered effects on people, the environment, supply systems and material assets, integration of analysis results into conceptual, strategic and advisory decision-making processes.

• Students are able to critically evaluate and optimize existing concepts by comparing different approaches and making a well-founded selection.

• Students are able to advise decision-makers internally or externally on issues relating to technology and hazards.

• Students are able to present and link the knowledge they have acquired so far in their studies with the subject area of technology and hazards

Experiential learning / Reflection

Module exam

Properties of flammable substances, combustion processes, heat, extinguishing methods and extinguishing agents, causes and dangers of fire, structural fire protection (installation areas, escape routes, building products, etc.), technical fire protection (fire alarm system, sprinkler system, etc.), organizational fire protection (fire safety officer, etc.), laws and standards (ASchG, TRVBs, OIBs, etc.),

• Students will be able to correctly derive the necessary tasks of technical and structural fire protection (self-inspection, maintenance, inspection, etc.).

• Students can systematically analyze basic technical and structural fire protection measures and evaluate their effectiveness.

• Students will be able to advise top management on fundamental issues relating to technical and organizational fire protection.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Final exam: Examination format (written)

Basics of PM according to IPMA, methods for project start, methods for project coordination, methods for project marketing, methods for project controlling, methods for overcoming a project crisis, methods for project completion

• Students are able to structure and schedule a project with the help of suitable PM tools (e.g. Gantt planning, Kanban, network plan).

• Students are able to identify, prioritize and manage risks, tasks and resources.

• Students are able to control project progress using suitable monitoring and reporting tools (e.g. burndown charts, milestone trend analysis, dashboards).

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Final exam: Examination format (written)

understanding of operational procedures and process logic, orientation towards roles, responsibilities and communication channels, structured assumption and prioritization of tasks, application of basic working and organizational methods, compliance with specified standards, processes and quality specifications

• Students are able to contribute reliably to operational processes and fulfill agreed tasks responsibly and on time.

• Students are able to take on tasks in a structured manner, plan work steps and provide results of an appropriate quality.

• Students are able to actively participate within the framework of specified processes, observe responsibilities and professionally operate interfaces in the workflow.

The course is designed as a practice-oriented working and learning setting in which students realistically test and reflect on the central requirements of everyday professional life. In bindingly structured work phases, they continuously work on tasks with clear expectations regarding the quality of deadlines and results and receive ongoing feedback. The work is carried out according to defined processes, roles and quality standards, which builds up professional orientation and responsibility in the work context. Overall, the format supports the development of stable routines and professional action under conditions of commitment, quality standards and efficiency pressure.

Continuous assessment: Exam format (practical tasks)

Self-awareness and change of perspective, analysis of professional experiences, classification of situations in theoretical models, critical examination of own assumptions and actions, derivation of learning and development needs, review of routines and understanding of roles, connection of theory and practice, evaluation of decision-making processes and their effects.

• Students are able to present the central principles of process and quality-oriented organizational understanding (Business Process Orientation) in their basic assumptions, objectives and central concepts and to critically classify their significance and limits for participation in operational processes.

• Students are able to reflect on their participation in operational processes in a theory-based manner by analyzing and comprehensibly describing their role contribution, the effectiveness of their actions as well as interfaces, rules and quality requirements in the process flow on the basis of process thinking.

• Students are able to identify and document learning progress from the theory-based reflection of their participation in operational processes and to derive concrete development goals and actionable approaches for further participation in comparable processes.

Reflection is methodically supported by Tavistock-oriented work discussion: professional situations are introduced as short case vignettes, contextualized together (roles, expectations, dynamics) and evaluated in terms of their effect on actions and decisions. In addition, students use reflective journals/learning logs and structured guiding questions to systematically record experiences and make patterns visible over time. Single- and double-loop learning is used not only to evaluate actions, but also to examine and develop the underlying assumptions, rules and values. Peer feedback, collegial case consultation and sensemaking formats ensure a diversity of perspectives and promote a professional language for reflection and the transfer of learning into everyday working life.

Continuous assessment: Examination format (reflection)

Hierarchy of legal system, overview of legislation & rough structure of the ASchG (Employee Protection Act), general obligations of employers & employees from the ASchG, employer obligations to workplaces, work equipment and materials, responsibility and liability in employee protection, occupational accident & occupational disease, AUVA & labor inspection, employee protection functions & organization, basics of workplace regulations (AStV), Basic Noise and Vibration Regulation (VOLV), Fundamentals of Explosion Protection & Regulation of Explosive Atmospheres (VEXAT), Basic Electromagnetic Fields Regulation (VEMF), Harmful Substances and Preventive Measures, Health Monitoring and Assessment of Health Hazards (VGÜ), Foundations of First Aid, Fundamentals of the Machinery Safety Ordinance (MSV 2010) Fundamental Regulation on Optical Radiation (VOPST), Fundamentals of the Electrical Protection Ordinance (ESV 2012), Fundamentals of the Work Equipment Ordinance (AM-VO), Fundamentals of Vulnerable Persons (expectant mothers, disabled people, adolescents), Fundamentals of Ergonomics, Fundamentals of Screen Ergonomics, Physical and Chemical Risks - Overview & Basics, Basic Principles of the Austrian Limit Value Ordinance (GKV), Fundamentals of the Construction Worker Protection Ordinance (BauV),

• The students are able to identify the essential basics of the Employee Protection Act (Arbeitnehmerschutzschutzgesetz - ASchG) and relevant regulations for workplaces, work equipment and working materials and can provide explanations with examples.

• The students are able to identify the essential basics of the Maternity Protection Act (MSchG) and of the Child and Adolescent Employment Act (KJBG) and can provide explanations on the basis of practical examples.

• The students are able to identify the essential core tasks of the AUVA (Austrian Social Insurance for Occupational Risks) and the Labor Inspectorate and are familiar with the relationships between administrative criminal law, judicial criminal law and civil law and can outline this with examples from the point of view of employee protection.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Regulations and basics for evaluation, Evaluation Approaches & Evaluation Process, Methods and Tools for Risk Assessment, Instruction & Information Methods, Accident Pyramid & Iceberg Model, Systematic Accident Cause Analysis, Cost Benefit Analysis (Accident Costs), Personal Protective Equipment, Manual Load Evaluation Method, Chemical Hazard Assessment and Derivation of Measures according to the STOP principle, assessment of hazards when driving in containers and derivation of measures, storage of hazardous substances, sensitization, assessment of building site hazards and derivation of measures, comparison of employee protection between Austria and selected countries.

• The students are able to carry out an evaluation (identification of hazards, setting of measures, documentation), know specific evaluation obligations and the documentation requirements.

• Students are able to present the high-level structure of ISO 45001 and can use this to design structures and measures and sensitize employees and managers to the area of employee protection.

• Students are able to advise employers and employees on issues related to technical & work hygiene and user protection provisions, and to assist in the fulfillment of OSH obligations using various methods.

• The students are able to outline knowledge acquired during their studies.

• The students are able to establish links between the knowledge acquired during their studies with the field of employee protection.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Philosophy of science and basic epistemological positions, lines of development in the history of science, research paradigms and their influence on questions and choice of methods, basics of qualitative and quantitative research logics, structure and phases of the research process from problem formulation to securing results, planning, conception and operationalization of empirical studies, selection of suitable survey and evaluation methods, quality criteria of scientific research, documentation,

• Students are able to transfer principles of scientific theory into scientific practice

• Students are able to distinguish between quantitative and qualitative research and apply their principles in a research process

• Students are able to describe empirical social research as a collection of techniques and methods that systematically records and interprets social facts and seeks knowledge by systematically and comprehensibly evaluating experiences

• Students are able to develop research questions, review the state of research for the chosen subject matter and apply and document quantitative and qualitative data collection methods

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Continuous assessment: Examination format (written)

Basics of organizational design, central approaches of organizational theory in discourse, basics of management, analysis of formal and informal structures, understanding of organizational structure and process organization, role and responsibility models, interactions between organization, leadership and culture, consideration of typical areas of tension in organizations (e.g. stability vs. flexibility, centralization vs. decentralization), integration of basic organizational principles in operational contexts and change processes.

• Students are able to describe and explain organizational structures and processes using selected theories.

• Students are able to analyze organizations from the perspective of selected theories.

• Students are able to present and link the knowledge they have acquired so far in their studies with the subject area of technology and hazards

Lectures, presentations, group tasks, self-study (e.g. reading, research)

Final exam: Examination format (written)

Application of mediated basics of employee protection within a specific project. 

• Students are able to assume responsibility independently in their area of work, prioritize tasks and make decisions within the given framework.

• The students are able to develop professional ways of acting (e.g. structured work organization, communication, quality awareness) and apply them in appropriate situations.

• Students are able to recognize expectations in their professional environment, take them into account and meet them through reliable performance and compliant behavior.

The course is designed as a practice-oriented working and learning setting in which students realistically test and reflect on the central requirements of everyday professional life. In bindingly structured work phases, they continuously work on tasks with clear expectations regarding the quality of deadlines and results and receive ongoing feedback. The work is carried out according to defined processes, roles and quality standards, which builds up professional orientation and responsibility in the work context. Overall, the format supports the development of stable routines and professional action under conditions of commitment, quality standards and efficiency pressure.

Continuous assessment: Exam format (practical tasks)

Self-awareness and change of perspective, analysis of professional experiences, classification of situations in theoretical models, critical examination of own assumptions and actions, derivation of learning and development needs, review of routines and understanding of roles, connection of theory and practice, evaluation of decision-making processes and their effects.

• Students are able to present the basic assumptions, objectives and central concepts of the central Psychological Contract Theory and critically classify its significance and limits for commitment, responsibility and professional action in the work context.

• Students are able to reflect on their professional experience in a theory-based manner by using Psychological Contract Theory to analyze and comprehensibly describe implicit and explicit expectations, responsibilities and forms of reliability and trust-building in the work context

• Students are able to derive consequences for their professional behavior from the theory-based reflection of their professional experience and to formulate concrete approaches for responsible, binding and expectation-compliant action in comparable professional situations

Reflection / Coaching

Continuous assessment: Examination format (reflection)

Basics of security and business continuity management, key terms, objectives and areas of application, basic structures and processes of organizational security and continuity, identification of typical threats and disruptions, analysis of elementary vulnerabilities and dependencies, basics of risk and impact analysis, understanding of basic protection, prevention and continuity principles, initial derivation of security and BCM-related requirements for organizations, introduction to roles, responsibilities and stakeholders in security and BCM, basics of security-related communication and internal coordination, importance of culture, context and organizational environment.

• Students are able to analyze basic security and continuity risks and assess their relevance for organizations

• Students are able to explain the basic principles and specialist areas of security and business continuity management and derive initial structural and procedural approaches for organizations.

• Students are able to prepare information relevant to security and continuity in a way that is appropriate for the target group and to communicate clearly with internal stakeholders.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

In-depth approaches to integrated security and business continuity management, analysis of complex threat, risk and continuity situations, evaluation of dynamic interactions and critical dependencies, development and design of integrated security and BCM concepts, definition of responsibilities, decision paths and process chains, planning and implementation of technical, organizational and strategic measures, design of emergency, escalation and recovery structures, integration of international and intercultural perspectives,

• Students are able to develop integrated security and business continuity concepts in which organizational responsibilities, processes and interactions are systematically defined

• Students are able to plan and prioritize structures, processes and measures for security and business continuity management in organizations and methodically support their implementation.

• Students are able to provide sound advice to organizations internally and externally on security and business continuity management issues, involve stakeholders and integrate intercultural aspects into decision-making processes.

• The students are able to design responsibilities and processes for different fields in security management (travel security, intelligence, event security, etc.) for an organization.

• Students are able to present the knowledge they have acquired so far in connection with security management and link it to the subject area of security management

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Explanation of terms and the objective of ISMS and common procedures and standards, network components, network types, security in networks, security components in networks etc. Determination of protection requirements, application of the procedures of common standards to selected companies

• The students are able to explain the differences and interaction between information security, IT security, cyber security, business protection and data protection.

• Students will be able to describe the classic security objectives and hazard classes, carry out a protection needs assessment and derive the requirements for a security management system from the relevant standards for their company and design it accordingly.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Application of the procedures of common standards to selected companies, communication of current threats and hazards and vulnerabilities and which common measures and methods exist to effectively counteract them, communication of psychological aspects as a basis for social engineering techniques, communication of common methods of social engineering, comparison of cyber and information security between Austria and selected countries

NIS2 and interfaces between NIS2 and RKE

• Students can describe common and current threats and vulnerabilities.

• Students can describe, select and assess the effectiveness of measures to counteract dangers and threats.

• Students are able to link the knowledge they have acquired so far in their studies with the subject area of information security

• Students can explain that technology is only one side of the coin and that the human factor must be given at least as much weight. Students can illustrate this using the "social engineering" attack scenario.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Normative basics of physical security, presentation of the disciplines of physical security, perimeter protection, constructional and mechanical object protection measures, electronic object protection and detection measures (burglary and attack detection technology, video surveillance technology, access control technology), personal property protection measures, organizational object protection measures, planning process

• Students can derive and determine the protection requirements of assets from the analysis of several factors.

• Students can identify the internal and external stakeholders required to plan physical security measures as well as interfaces to other systems and disciplines.

• Students can create a protection and security concept that is appropriate to the protection requirements and meets stakeholder requirements, using interfaces and following a process.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Analysis of different planning approaches, assessment of concepts of adequacy, completeness, compliance with requirements and technical correctness, ways of implementing physical protection systems in an organization, planning of maintenance of physical security systems of functionality and adequacy according to derivation of requirements from the RKE and interfaces to NIS2

• The students are able to analyze and assess existing physical protection and security concepts with regard to various factors.

• The students can argue, justify and realize required physical security measures and implement them in an organization.

• The students are able to control implemented protection and security concepts as well as maintain their functionality and timeliness respectively appropriateness and plan and verify the maintenance.

Lectures, presentations, group work tasks, self-study (e.g. reading, research)

Module exam

Reflection on the conception phase of the Bachelor thesis project

• Students are able to critically reflect on their own research and work process and to evaluate procedures, decisions and quality criteria in a comprehensible manner.

• Students are able to derive well-founded conclusions from the reflection, e.g. on the choice of methods, data situation, argumentation logic and limitations.

• Students are able to integrate these conclusions into the further development of their Bachelor's thesis by specifically adapting and documenting the procedure, structure and content.

Coaching

Module exam

Development of a clearly structured project outline, specification of the problem and research interest, coordination of research concerns and framework conditions with clients, exploration of expectations, resources and realization conditions, conception of the research project Bachelor thesis

• Students are able to recognize their own strengths and areas of learning for the practical Bachelor's thesis project and prepare for it in the course of a self-assessment.

• Students are able to design and coordinate projects with a client.

• Students are able to plan practice-oriented research projects using an active and self-organized working method.

• Students are able to present and link the knowledge they have acquired so far in their studies with the subject area of Bachelor's thesis conception

Concept

Module exam

Fundamentals of coordinating operational work processes, understanding roles, responsibilities and organizational interfaces, professional design of cross-departmental cooperation, analysis and optimization of information and communication flows, methods of coordination and stakeholder management, targeted control of coordination and decision-making processes, dealing with dependencies and frictional losses, ensuring smooth handovers and process chains, coordination according to the principles of process and organizational theory.

• Students are able to plan, coordinate and structure work processes in a comprehensible manner.

• Students are able to professionally design interfaces to other roles and areas, pass on information in a way that is appropriate to the target group and take dependencies into account.

• Students are able to manage coordination processes in a targeted manner, bring about agreements, track their implementation and document results.

Business Simulation

Continuous assessment: Exam format (practical tasks)

Self-awareness and change of perspective, analysis of professional experiences, classification of situations in theoretical models, critical examination of own assumptions and actions, derivation of learning and development needs, review of routines and understanding of roles, connection of theory and practice, evaluation of decision-making processes and their effects.

• Students will be able to present the basic assumptions, objectives and central concepts of central coordination theory and critically classify its significance and limitations for the coordination of work-sharing processes and interfaces in an organizational context.

• Students are able to reflect on their experiences at organizational interfaces in a theory-based manner by using coordination theory to analyze and comprehensibly describe dependencies between tasks, roles and units as well as forms of coordination, handover and communication.

Reflection / Coaching

Continuous assessment: Examination format (reflection)

Fundamentals and objectives of information security management systems, central security standards and normative requirements, structure and functionality of network components and network architectures, analysis of security-relevant relationships in IT and OT environments, identification of typical threats and vulnerabilities, methods of risk analysis and systematic risk identification, criteria for determining protection requirements, derivation of security-relevant requirements from risk and protection requirement analyses and understanding the interactions between technical, organizational and procedural security factors.

• Students are able to systematically analyze ISMS concepts, relevant security standards as well as network components and network architectures and assess their security-relevant relationships.

• Students are able to identify security-relevant risks and determine the need for protection on the basis of the analysis.

• Students are able to design suitable security-relevant measures and procedures on the basis of the analysis and apply these to selected company contexts in accordance with established security standards

Lectures, presentations, group tasks, self-study (e.g. reading, research)

Final exam: Examination format (written)

Fundamentals of situation assessment and evaluation, structuring and analyzing available information, recognizing relevant developments and correlations, processing and communicating key aspects of the situation to different roles and levels, developing well-founded options for action based on the situation analysis, reflecting on one's own role

• Students are able to systematically record, structure and analytically assess the situation in the context of a crisis exercise.

• Students are able to communicate safety-relevant information in a crisis exercise in a clear, structured and appropriate manner.

• Students are able to develop and introduce professionally justified recommendations for action for decision-making processes on the basis of the situation analysis.

Practical exercise

Continuous assessment: Examination format (participation)

Fundamentals of organizational structures and dynamics, principles of planned change processes, analysis of organizational fields of action and development needs, SKKM principles, structures and processes

• Students are able to understand and classify central concepts and specifics of organizational analysis.

• Students are able to recognize basic approaches and specifics of organizational consulting and distinguish between their application contexts.

• Students are able to analyze the basic structures, actors and responsibilities of state crisis and disaster management (SKKM)

Lectures, presentations, group tasks, self-study (e.g. reading, research), reflection

Final exam: Examination format (participation)

Reflection on project plan and operationalization

• Students are able to critically reflect on their own research and work process, derive well-founded conclusions and incorporate these into the further development of their Bachelor's thesis

• Students are able to critically reflect on their own research and work process and to evaluate procedures, decisions and quality criteria in a comprehensible manner.

• Students are able to integrate these conclusions into the further development of their Bachelor's thesis by specifically adapting and documenting the procedure, structure and content.

Coaching

Module exam

Preparation of a structured scientific exposé, formulation of a clear problem definition and precise research questions, presentation of initial technical principles and theoretical reference points, selection and justification of the intended methodological approach, preparation of a preliminary work plan and schedule, assessment of the feasibility and limitation of the research project, initial partial results

• Students are able to narrow down a practically relevant topic in a meaningful way, define a problem and derive a suitable research question from it.

• Students are able to research and evaluate suitable and current scientific sources.

• Students are able to select suitable scientific methods to answer the research question and apply them in a lege artis manner.

• Students are able to present the knowledge they have acquired so far in their studies and to link it to the subject area of operationalization

Independent scientific work, reflection

Module exam

Understanding of requirements and stress factors in dynamic working environments, self-control and prioritization under time and efficiency pressure, development and stabilization of professional routines, responsible decision-making in demanding situations, application of work psychology principles for coping with stress and performance pressure, use of methods for self-organization and stress regulation, continuous reflection on one's own working methods, ensuring reliability and quality despite high demands.

• Students are able to prioritize tasks under efficiency and time pressure, use resources appropriately and make decisions within the given framework.

• Students are able to act in a responsible, rule- and quality-oriented manner under performance requirements and reliably deliver results.

• Students are able to maintain a stable professional routine (e.g. work organization, communication, self-management) even in stressful situations and adapt it in a targeted manner if necessary.

Business Simulation

Continuous assessment: Examination format (reflection)

Self-awareness and change of perspective, analysis of professional experiences, classification of situations in theoretical models, critical examination of own assumptions and actions, derivation of learning and development needs, review of routines and understanding of roles, connection of theory and practice, evaluation of decision-making processes and their effects.

• Students will be able to describe the Job Demands-Resources Model (JD-R) in terms of its basic assumptions, objectives and central concepts and critically classify its significance and limits for performance, stress and professional action under pressure to be efficient in the work context.

• Students are able to reflect on their professional experiences under performance and efficiency pressure in a theory-based manner by using the Job Demands-Resources Model to analyze and comprehensibly describe work-related demands, available resources and their influence on performance, stress and routine formation.

• Students are able to derive consequences for their professional behavior from the theory-based reflection of their work situation and to formulate concrete approaches for dealing effectively with performance requirements, resources and stress that can be transferred to comparable situations.

Reflection / Coaching

Continuous assessment: Examination format (reflection)

Topics in the area of risk and security management

• Students are able to delve deeper into current topics in the subject area, expand on central concepts and work on them in a technically sound manner.

• Students are able to establish connections to related subject areas, analyze interfaces and justify their relevance to the respective subject area.

• Students are able to establish connections to related subject areas, analyze interfaces and justify their relevance to the respective subject area.

• Students are able to apply in-depth content to specific issues, develop suitable solutions and justify them in a comprehensible manner.

Lectures, presentations, group work tasks, self-study (e.g. reading, research), experiential learning

Continuous assessment: Examination format (participation)

Bachelor examination 

• The students are able to solve complex and unforeseeable problems in the field of risk and security management.

• The students are able to critically reflect on theories and basic principles.

• The students are able to take on leadership and decision-making responsibilities in unpredictable working or learning contexts.

Independent preparation for the bachelor examination

Final exam: Examination format (oral, commission-based)

Conclusion and consolidation of the scientific argumentation, integration and presentation of central results, verification of theoretical and methodological coherence, application of scientific writing and citation standards, ensuring formal requirements such as structure, layout, language and references, systematic quality assurance based on scientific criteria, implementation of final correction and revision processes, organization of all necessary steps of submission and submission, timely implementation of administrative requirements as well as independent planning and control of the final process.

• Students are able to complete the Bachelor's thesis in accordance with scientific standards and present the central results coherently.

• Students are able to systematically check formal, linguistic and methodological quality criteria and ensure the scientific quality of the work.

• Students are able to submit their Bachelor's thesis on their own responsibility and complete all formal steps required for graduation on time.

Independent work on a project

Module exam

Reflection on practical project

• Students are able to critically reflect on their own research and work process, derive well-founded conclusions and incorporate these into the further development of their Bachelor's thesis

Coaching

Module exam

Mentoring and reflection on internship

• Students are able to systematically reflect on their professional experiences and record relevant situations/observations in a structured manner.

• Students are able to compare professional experience with teaching content, identify similarities and differences and interpret them in a reasoned manner.

• Students are able to derive concrete learning and development impulses from this reflection and transfer these into their further professional activities.

Coaching

Module exam

specific practical activity in an organization

• The students are able to carry out analyzes in a company environment, to create concepts and to implement them as well as to communicate them as needed.

Relevant concepts and tasks, workshops, individual meetings, supervision

Module exam