Public Management

• Characteristics/genres of scientific texts, scientific practice and scientific thinking
• Forms and diversity of science, operation of science
• Relations between science and society; use of scientific arguments in decision-making
• Identification and research of scientific texts
• Quoting
• Argumentation
• Structure of scientific work

• Graduates grasp the importance of science for the activities and responsibilities of the public sector (including evidence-based decision-making).

• Graduates use scientific databases and assess the citation capability and citation worthiness of the sources.

• Graduates read scientific texts with an objective.

• Graduates interpret, assess, condense and present quantitative and qualitative scientific arguments.

• Graduates develop an ethical attitude for transparency, traceability and high quality standards with regard to knowledge used as a basis for decision-making.

Reading (guided) of given scientific texts and other materials (citation guidelines); teacher input with discussion; learning videos; individual work assignments with feedback; group exercises

Continuous assessment: Two online multiple-choice tests (Moodle); two individual seminar papers (conducting a literature search, writing a literature review)

• Basics of systems theory according to Luhmann
• Self management tools according to Covey
• Rules for constructive feedback
• 12-step burn-out scale
• Seven keys to increasing resilience
• Fields of responsibility in connection with SDGs (as well as the challenges of digitization)

• Graduates are able to independently review and develop their self-management strategies using the Covey method.

• Graduates use the seven keys to increasing resilience for themselves and develop appropriate strategies for their working environment.

• Using the 12-step burnout scale according to Freudenberger and North, graduates recognize a burnout risk and derive corresponding recommendations for action.

• Graduates understand the importance of a culture of responsibility.

• Graduates give correct feedback in a collegial working environment and are able to accept feedback.

• Graduatess describe the fields of responsibility as well as the individual SDGs, and evaluate which of them are to be considered in particular in their own working environment and independently derive possible problems from them.

• Graduates explain the essential basic concepts of system theory, and transfer them to situations in everyday work and use their knowledge of how systems work to solve problems.

Smaller lecture units, group exercises with emphasis on the application of different methods, case solutions, discussions, work assignments, partly online elements in the Flipped Classroom, work assignments in the online teaching on Moodle (question-answer forum).

Continuous assessment: Assessment of performance through a reflection assignment as well as individual distance learning exercises and participation in working groups.

• Digital Transformation - Introduction
  • Strategic framework & stakeholders
  • Levels of action of transformation
  • Up-to-date technologies
  • Selected transformation projects
  • "Lessons learned - digital fitness"
• Digital transformation - deepening
  • Selected framework conditions and projects
  • Practical examples (live demos of applications)

• Graduates understand and explain the essential tasks and functions of platforms as electronic interaction systems between business and public administration.

• Graduates present concrete fields of application of current technologies in public administration processes.

• Graduates apply proven concepts and methods for successful work in digital transformation projects in public organizations.

• Graduates name the essential principles of digital transformation and explain them.

Introduction: Lecture/presentation (discussion, feedback)

Consolidation: work assignments with feedback, group exercises, case solutions

Continuous assessment: Presentation, written work, case handling

• Approaches to the conceptualization and thematization of economic behavior
• Understanding economic behavior with reference to the embedding of economic processes in societal and social structures
• Market, individual, groups, organization and evolution of institutions, social (sub-)systems and their interdependencies
• Questions of social sustainability, business ethics and morals in economic considerations and processes based on current economic policy issues

• Graduates distinguish theoretical and conceptual approaches, theories and methods of socioeconomics from the repertoire of standard economics.

• Graduates take a political and socio-economic perspective on economic issues and derive their own answers from a socio-economic research program.

• Graduates reflect the basic assumptions of economics with regard to the market, the individual, groups and organization and also in the context of current economic challenges.

• Graduates analyze and evaluate the effects and dynamics of social structure and social dynamics on macroeconomic developments.

• Graduates understand and evaluate current trends and developments (crises, digitization, sustainability) from a socio-economic perspective and as an interplay of embedded and unembedded social (sub)systems.

• Graduates interpret and evaluate economic policy measures from the perspective of ethics, morality, inequality and social behavior.

• Graduates assess and evaluate the social effects and impact of monetisation on norms and values.

Lecture with activating methods, group work, discussion, work assignments with feedback, peer feedback, reading tasks and the answering of deeper reflection questions

Continuous assessment: The learning progress and performance assessment within the course is based on three pillars. Active participation and group work in the classroom units (25 %), reading tasks (30 %), elaboration of reflection questions for practical application of the seminar contents (45 %).

• Status, forms of argumentation and implications of ethics as a philosophical level of reflection on the common good, state purposes and state activity
• Classical basic ethical positions on the common good and justice based on the three examples of Plato's ethics of virtue, the consequent utilitarianism of Jeremy Bentham and John Stuart Mill and the deontological position of John Rawls
• Current debates and positions in political philosophy and normative ethics on the definition of the common good: Egalitarian liberalism in the wake of John Rawls; libertarianism in Robert Nozick and Friedrich Hayek; communitarianism in Charles Taylor, Alasdair MacInyre and Michael Sandel; Capability Approach in Amartya Sen and Martha Nussbaum
• Basic concepts of the administrative scientific analysis of administrative structures and administrative activity
• Development, basics, structures, modes of operation and effects of administrative models in comparison (in particular bureaucracy model, New Public Management, public welfare oriented administration) and their significance in the Austrian context of public administration and administrative reforms in Austria
• Current debates in administrative science regarding the definition and further development of the Austrian administration against the background of current challenges and past reforms

• Graduates understand the historical foundations of the concept of public welfare and its interdisciplinary character.

• Graduates work out the ethical content of the concept of the common good by referring to the traditions of the history of ideas.

• Graduates establish a link between the various classical and current positions on the definition of the common good and their implications for the structure and activities of public administration.

• Graduates understand ethics (as normative ethics and administrative ethics) as a level of reflection for state and administrative activities and can implement this accordingly.

• Graduates name the guidelines of the reforms of the Austrian public administration since the mid-1990s from an administrative science perspective, and draft possible administrative reform steps and explain their effects.

The Integrated Course is based on (1) lectures with discussion, (2) discussions in small groups in the classroom units on the application of ethical positions for the reflection of action dilemmas, and (3) individual and general feedback on the distance learning exercise.

Continuous assessment: The determination of the benefit is based on three aspects:

- Distance learning exercise (15 %) for the guided independent consolidation and written elaboration of a classical ethical basic position and its application to an ethical dilemma developed by the student

- Written final examination (50 %) on the contents of the course, which consists of knowledge questions to be answered briefly and comprehension questions to be answered in essay style

- Seminar paper (35%) on a fictitious administrative reform to be conceptualized under guidance along a concrete example to be worked out independently, which is to be presented against the background of the theory of administrative models and justified ethically in its meaning for the common good

• Constitutional foundations Function and structure of the three state powers
• Basic principles of the Federal Constitution
• Origin of the law (legislative)
• Execution of the law (executive)
• Protection of the law (judiciary)
• Basic and human rights
• Overview EU institutions, their functions and procedures

• Graduates present the connections between the basic constitutional structures of the Republic of Austria and distinguish between them.

• Graduates apply the constitutional terms and assign them to the state structure.

• Graduates discuss constitutionally guaranteed rights ("basic rights") and solve conventional questions in this context.

• Graduates present the legal foundations of the EU as well as the objectives, principles and structures of EU law and compare its relationship to the national legal systems of the Member States.

Flipped classroom and lecture with activating methods for teaching the material, case solutions, group work, and discussion, as well as problem-based learning for deepening and applying the material.

Continuous assessment: The course concludes with a written (open book) final examination, which includes small case studies on constitutional law, EU law and fundamental rights. A mid-term test asks for definitions of terms and "legal vocabulary". One or two distance learning tasks on case solutions complement the performance evaluation.

• Management: Conceptual foundations, functions and areas.
• Organization: theories, terms, functions and forms, types of organization
• Organizational culture: elements and contents, strategic importance
• Individual and organization: motivation, groups, leadership, communication

• Graduates explain different organizational theories.

• Graduates identify types and forms of organization and are able to analyze organizational structures.

• Graduates identify external and internal influences to which organizations are exposed and derive organizational strategies.

• Graduates evaluate the influence and impact of organizations in societies.

• Graduates differentiate processes that affect individuals in organizations.

• Graduates recognize social relationships in organizations and measure their influence on the success of organizations.

Lecture/presentation, group work, discussion, feedback, lecture with activating methods, work assignments with feedback, group exercises

Continuous assessment: The assessment consists of presentations, case studies, homework, quizzes and a written final exam.

State and administration

• Socio-economic and political factors in the actions of the state administration
• Administration as a function and as an institution
• Administration as action of the state: legal person, organ, organ administrator
• Administration as a complex system: the levels
• Administrative tasks of Austrian local authorities Administration and its staff

Fundamentals and principles of management

• Principles of administration under the rule of law
• Basic concepts of administrative organization
• Concept and basics, step-by-step structure of administrative organization law
• Sovereign administration, private sector administration
• Forms of action of the administration
• Terminology
• Models

The administrative organization in Austria

• Federal Government and Federal Minister
• Direct federal administration, indirect federal administration
• State administration
• Local government
• New developments in administrative organization, such as line organization, staff organization, matrix organization, project organization
• Challenging examples of the organizational structure
• Process organization

Institutions of the European Union and their points of contact with national sovereign acts

• Demarcation and origin
• The institutions of the EU
• The law of the European Union
• Austria's participation in the Community decision-making process
• The legislative procedures
• The European Administrative Area

• Graduates know and describe possible functions and mechanisms of the modern state as well as the structures of the state bureaucracy from different positions.

• Graduates know and understand the different roles and tasks of the political-administrative institutions of Austria and the European Union.

• Graduates establish connections between the common good and the state and administration.

• Graduates understand socio-economic and political factors of public action.

• Graduates know and understand the different roles and tasks of the political-administrative institutions of Austria and the European Union, "multi-level governance" and the points of contact between the EU and the national administration.

Lecture with activating methods, work assignments with feedback, group exercises, distance learning (concrete tasks for the application of the presented material, whereby these are to be worked out in writing and also presented in the course), intensive work through selected scientific essays

Final exam: Final examination in writing, partial performances (short presentations on questions of the home modules, continuous assessment of the oral participation, short assignment)

• Political science and history: formation of the modern state, democratic political systems and administrative structures in European comparison
• Development of the Austrian state from absolutism to the present day - with a special focus on the foundations, activities, challenges and phases of Austrian administrative structures
• Political-economic foundations of the transformation of the modern state in Europe in the 20th century: formation of European welfare nation states in the age of Fordism; transformation of European states towards performance and competition states in the age of post-Fordism and European integration
• Current challenges and development trends of statehood in the 21st century: inter-, de- and transnationalization as well as withdrawal of state apparatuses, policy-making and political systems; changes in state apparatuses in the face of new forms of work and production in the course of digitization, social change and sustainable development; areas of tension in current state transformation between consolidation and corporate statehood
• Classical theoretical approaches to the modern state: Niccolò Machiavelli, contract theory, critique of the state, Joseph von Sonnenfels, Max Weber, Hans Kelsen, Michel Foucault, Pierre Bourdieu
• Current theoretical approaches to the transformation of states and state activity: B. Guy Peters, Jon Pierre, Bob Jessop, Colin Crouch, Wolfgang Streeck, Mariana Mazzucato

• Graduates grasp the central concepts, basic assumptions and theories of the debate on state theory and administrative science, which will be deepened in further courses of the module as well as in other modules (GLGG, VWGL, GDIG, ORLE and ADIG).

• Graduates know, understand and explain the historical and current developments, institutional forms, the structures, modes of operation and transformation processes of modern states and their public administrations.

• Graduates know, understand and explain the development of the Austrian state and its administrative structures in historical as well as contemporary national and international contexts and are able to describe and explain this development against the background of classical as well as contemporary approaches to state theory.

• Graduates identify current global challenges (digitization, climate change, social change, post-democracy, zero growth, sustainable development) in their impact on states and administrative structures.

• Graduates analyse the causes and trends of current developments in states and administrative structures (especially the internationalization, transnationalization, denationalization and retreat of state apparatuses).

The course consists of lectures with discussion. Based on a reader, text-supported group discussions also take place.

Final exam: The course is concluded with a written final examination, which consists of knowledge questions to be answered briefly and comprehension questions to be answered in essay style.

Basic knowledge of economics, which is necessary to be able to form a picture of central problems in the overall economy (unemployment, national debt, financial instability) and to be able to take an independent position.

This content is to be achieved in two ways. First, by working through 15 fundamental chapters of the textbook "Grundzüge der Volkswirtschaftslehre" by Peter Bofinger (Pearson Studium, 5th edition, Munich 2019) and second, by applying what has been learned using the example of the main economic problems in the industrialised countries as well as in the world economy and a synopsis based on economic history since the 1920s, which leads to an attempt to define the current position.

• Graduates analyze economic relationships from the perspective of different perspectives such as micro- and macroeconomics as well as different theories.

• Graduates understand the dependence of conclusions on the different assumptions underlying the various theories.

• Graduates weigh up the potential and effective role of the state in the economic system in a theory-based way.

• With regard to microeconomics, graduates understand the significance of supply and demand functions and the consequences of their interactions for changes in price and quantity. They can apply this ability to analyze different markets.

• Graduates read and interpret budget and final documents as well as statistics in a way that makes sense ("economic literacy").

• Graduates are able to explain the impact of macroeconomic policy using fiscal and monetary policy as examples and on the basis of both the relevant theories and empirical evidence.

Lecture/lecture with discussion, distance learning

Final exam: Final examination consisting of a test on basic theoretical knowledge (compulsory reading from Bofinger) and a short essay on main empirical problems.

• Fundamentals of finance
• Structure of government expenditure and revenue
• Public budgets of local authorities: federal government, Länder, municipalities
• Organization of budget management and budget structure at federal level
• Budgets and financial statements
• Current trends and reform efforts such as ensuring sustainability, impact orientation, International Public Sector Accounting Standards (IPSAS)

• Graduates interpret estimates from public units (federal, state, and local).

• Graduates work on and interpret tasks from various policy areas in the public budget system with the help of budget documents.

• Graduates grasp the importance of and guidelines for sustainability and intergenerational justice in financial management.

• Graduates translate the economic knowledge of public organizational structures into effective data collection.

Lecture with activating methods, group work during the presence phase, discussion, individual work and group work as homework, feedback

Continuous assessment: Group work, written examination and consideration of participation

• Main features of the Staff Regulations for Officials and contract staff (with emphasis on rights and obligations)

• Main features of the remuneration of officials and contract staff

• Main features of the service procedure

• Basic principles of the law on staff representation

• Graduates solve everyday questions concerning employment law in the field of civil servants or contract staff of the General Administrative Service.

• Graduates solve simple pay problems of both contract agents and civil servants.

• Graduates illustrate the rights and duties of civil servants and solve problems especially in the field of employment law.

• Graduates distinguish between the various types of participation of the various staff representation bodies in the law on staff representation.

• Graduates discuss and solve selected legal questions on the basis of a more complex case.

• Graduates clearly present the system of public service law.

Lecture/presentation, group work, discussion, case solutions

Continuous assessment: Final examination oral (50 %) and immanent performance assessment (presentation of a case in a small group) (50 %)

• Graduates have an insight into the day-to-day work of the administration (professional action, organisation-specific work processes, teamwork), and are able to combine previous theoretical and practical knowledge with concrete situations from everyday professional life in a practical context.

• Graduates are able to reflect on their role as employees, to deal with their own strengths and weaknesses in practical work and to formulate their own views and ideas on problems in administration.

• Graduates are able to reflect on their role as employees, to deal with their own strengths and weaknesses in practical work and to formulate their own views and ideas on problems in administration.

Depending on the internship position

Reflection in the Training for Professional Practice courses 1 and 2

Continuous assessment: Interview with internship supervisor/information by internship supervisor

• Introduction to general business administration
• Organizational theory basics
• Special framework conditions in the context of public administration
• Theoretical foundations and concepts: New Public Management, Public Governance, Public Value
• Economic instruments for the management of public entities, in particular spin-offs

• Graduates distinguish elements of market economy from elements of central government economy.

• Graduates are able to apply business management concepts in a way that is oriented towards the common good and are familiar with the specifics of the public sector.

• Using practical examples of spin-offs, graduates independently deal with the advantages and disadvantages of the concrete organizational form, and are able to critically assess the truth of the politically proclaimed advantages on the basis of the real results.

Lecture/presentation, independent preparation & research, group work, discussion

Final exam: Active preparation and corresponding participation in the course, homework, test and group work including presentation

• Writing techniques
• Reading techniques
• Paraphrasing
• Summarizing
• Arguing in texts
• Professional texts, professional correspondence and criteria of appropriateness
• Feedback options

• Graduates use basic writing techniques.

• Graduates reflect on their own writing and working process.

• Graduates apply techniques of summarizing.

• Graduates assess the appropriateness of the design of professional texts on the basis of criteria.

• Graduates design digital correspondence in a professional context and conceive professional texts appropriately.

Lecture and discussion, group work, work assignments with feedback, peer feedback, distance learning

Continuous assessment: Immanent assessment of performance through partial performance in the form of written work orders for various types of text

• Significance of different theoretical perspectives for the administrative sciences (rational actor, organizational theories, governmental politics) using the example of research on the Cuban crisis
• Connection between theoretical perspective and empirical research
• Understand and explain decision-making processes in (international) politics from different perspectives
• Plan (instructed) own research on given current problems in the fields of ecology and sustainability, social justice / gender justice as well as knowledge and digitization

• Graduates argue the importance of theories or theoretical perspectives for scientific work.

• Graduates recognize different theoretical perspectives in public administration research in empirical works, reflect central elements and characteristics and apply these themselves to a concrete problem.

• Graduates translate practical problems into scientific terms.

• Graduates independently develop a research approach (i.e. a precise interest in knowledge, a scientific question and a suitable theoretical perspective).

Reading (guided) individual chapters from Allison/Zelikow (1999); teacher's inputs; group puzzles for reading and group work for research planning (step-by-step guided); short presentations by students; problem-based learning

Continuous assessment: Immanent performance assessment: MC tests; reading tasks; short presentations with corresponding documents (group work); development of research plan (group work)

• The history of creativity research
• Neuroscientific background on the topic of decisions and reflection: How do we make our decisions and which mental patterns do we follow?
• Methods and techniques for open creative thinking
• Reflection and practical practice of these techniques
• Methods case for the practical transfer into the everyday life of the organisation
• Practical examples of how organisations use this knowledge in their everyday business
• New working and new thinking needs new spaces: How can organisations create new working worlds together with their employees, especially in new spaces, and what kind of environment do we need to be able to work and think creatively?
• Methods of reflection and their application in practice

• Graduates create a personal environment for mindful action and an open mindset.

• Graduates recognize and shape the framework for creativity.

• Graduates recognize systems as sensitivities for creating horizons, developing visions and implementing mission statements.

Compact inputs create an overview and stimulate new thoughts. Specific exercises and ongoing feedback encourage continuous learning. The work on specific use cases creates integration into your own practice.

Continuous assessment: Carrying out a "creativity exercise" in your own area using the tools you have learned. This includes asking the right questions, using the tools correctly and presenting the results. The reflection afterwards should be a structured report. This includes a report and reflection on the personal experiences with the application of the tools.

If someone does not have the possibility to do a customer journey, there is the possibility to do a literature research as compensation. This includes a short summary, possibly a presentation (due to time constraints, not everyone will be able to do this) as well as a personal statement on what has been read. This will not lead to any disadvantages in the grading.

• Internal and external aspects and instruments of eGovernment 2.0, including: citizen card/mobile phone signature, portal network, register, e-delivery,
• Business case processing and document management systems (Electronic Files)
• E-government in international comparison
• Selected aspects of e-governance in the administration: organisational structure of e-government decision-making processes, IT security and data protection, other legal aspects, IT service management, accessibility, knowledge assurance in the event of staff departures, electronically supported participation procedures, inter-organizational cooperation, big data, effects on citizens, society and the environment

• Graduates explain e-government.

• Graduates understand their roles as digitization experts within the organization and in teams.

• Graduates recognize the importance of the technological component of administrative reform/modernization.

• Graduates explain e-governance in the administration.

Lecture, flipped classroom, group work

Continuous assessment: Several multiple choice tests

• Technological fundamentals of block chain technology;
• Sustainable and non-sustainable block chains;
• Recognizing the intersection of law and technology;
• Possible problem areas or the need for action from this intersection;
• Civil law implications of smart contracts;
• Liability law & use of AI applications.

• Graduates name and describe the technological foundations of blockchain technology.

• Graduates distinguish between "sustainable" and "non-sustainable" block chains and analyze the resulting effects.

• Graduates recognize overlaps between law and technology.

• Graduates analyze potential legal problems when using new technologies (focus on block chain technology and AI).

• Graduates outline the significance of smart contracts against a civil law background and, based on this, identify (technological) adjustments necessary from a legal point of view.

• Graduates explain liability law problems when using various AI systems.

• Graduates understand and explain legal issues related to block chain and artificial intelligence using concrete use cases.

Lecture, discussions and group work with presentations

Continuous assessment: 20 % active cooperation

40 % oral presentation

40 % reflection report

• Thematic introduction, origin of public value in management science, development of management paradigms (traditional administration/NPM/Public Value)
• Theoretical approaches and current scientific debates on public value
• Group work on management paradigms, different approaches and models
• Concepts of public value: societal level (social justice and ecological sustainability) as well as organisational level (NPOs and civil society organisations; link to existing management concepts)
• Structuring and measurement of public value effects
• Political dimension of public value measurement, question of trade-offs
• Social inclusion, gender, diversity
• Sustainable Development Goals (SDGs)

• Graduates argue the basic idea of the public value concept as a value-based instrument for the internalisation of public good effects.

• Graduates work on the ecological dimension in the operationalisation and measurement of public value, and also implement public value for the purpose of achieving the SDGs.

• Graduates integrate the public welfare-oriented perspective into existing management concepts.

• Graduates select the appropriate one from the available implementation methods and presentation concepts and apply it context-specifically, reflecting on the unavoidable problems and making prudent considerations.

• Graduates understand public administration and its employees to be significantly involved in the creation of public value and act accordingly.

The combination of different teaching methods - lecture and distance learning, self-study, practical exercises based on individual and group work, discussion, written reflection as well as feedback from peers and teachers - allows for a diverse transfer of knowledge and skills on the one hand and takes into account different learning types among students on the other. By means of practical applications, students are challenged in this exercise to acquire new competences and to reflect on them in connection with the contents of other courses. The selected working materials and research examples provide a reference to the central topics of the course as well as current focal points such as SDGs and digitization.

Continuous assessment: The acquisition of the above-mentioned competences is checked within the framework of the immanent performance assessment on the basis of the following partial performances:

-research of examples of public welfare-oriented action

-editing, presentation and discussion of reading

-written reflection

-seminar paper

• Determination of the competent authority
• Possible ways of submitting applications to the authority
• Procedure to be followed when applications are received by a non-competent authority
• Party and interested party in administrative proceedings
• Elements of a settlement of the authority
• Invitation to the authority
• Service of official decision
• Principles of the investigation procedure and evidence
• Elements of a decision
• Appeals against decisions and competent authority for appeal
• Resumption of procedure and restitutio in integrum
• Ex-officio remedy of decisions

• Graduates identify the competent authority and forward applications received without competence to the competent authority.

• Graduates duly invite parties and witnesses to the authority and take evidence (e.g. interviewing witnesses, consulting experts).

• Graduates conduct an oral hearing with parties and witnesses.

• Graduates determine the facts on which the decision is to be based, taking into account the evidence gathered and granting the parties a hearing.

• Graduates interpret the applicable legal norms.

• Graduates issue a notice with the necessary elements (name of the authority, addressee, statement of reasons and information on legal remedies), and issue the order for service of the notice.

Lecture/presentation, self-study using the given literature, group work, discussion, work assignments with feedback, case solutions, practical exercises, problem-based learning.

Final exam: Written examination at the end of the course on specific questions and preparation of a decision on a given issue

Main features of quality thinking and quality management (QM):

• Quality and Quality Management in Public Administration
• The role of the human being in QM: From the customer to the co-creator
• The different aspects of the concept of customer

Holistic QM:

• From customer orientation to TQM
• QM and quality assessment: from results to impact assessment; PDCA cycle
• Use quality impulses - e.g. from surveys, complaint management, idea management, quality circles, CIP, benchmarking, competitions

QM models and their application in public administration:

• CAF
• EFQM
• ISO 9000 ff

Success factors of QM:

• Structural factors
• Interactive factors
• Relevance of early detection and self-competence

• Graduates grasp the essence of quality management (QM) and its practical significance in public administration organizations.

• Graduates identify the success factors and mechanisms of holistic QM (TQM).

• Graduates analyze the role of people and other selected success factors and put them into practice.

• Graduates identify the requirements of customers and stakeholders, taking diversity aspects into account, and integrate these into the organizational context.

• Graduates distinguish the characteristics and modes of operation of QM models (CAF, EFQM and ISO 9001).

• Graduates use the knowledge they have acquired to support and help shape optimization efforts in the working environment.

Lecture with activating methods, discussion, group exercises, practical exercises, distance learning

Continuous assessment: Immanent performance assessment: written work, presentation, written test

• Development of the basic concepts of policy field analysis
• Exercise in applying the concepts and models of policy field analysis to individual policy fields
• Establishing the connection between the policy-analysis model of the policy cycle and impact orientation
• Discussion of the concept of "public governance" on the basis of selected specialist literature
• Application of governance criteria to administrative units
• Relevance of SDGs, especially SDG 16 Strong institutions

• Graduates apply the basic concepts of the policy field analysis to their own particular policy field of digitization.

• Graduates analyze the implementation of policies using the policy cycle model and establish the connection to impact orientation.

• Graduates assess the developmental status of organizations using international models of public governance.

• Graduates have a systemic approach to their own tasks in the context of the policy field in order to be able to recognize, control and design the relevant interfaces.

• Graduates develop strategies for the further development of organizations with the help of the values and enablers of sound public governance.

• Graduates grasp the relevance of SDGs (especially SDG 16 "Strong Institutions") for the strategic orientation of politics and administrative units.

Lecture, group work, discussion, feedback, lecture with activating methods, practical exercises, distance learning

Continuous assessment: Cooperation, distance learning exercises, presentations

As the basis of a sustainable state, digitization, data science and algorithmic decision-making systems hold the promise of transparency, objectivity and efficiency in public administration. Algorithms should function as ideology-free, fair instruments of order and control in a digital society. However, the decision-making processes behind them are always embedded in a socio-cultural system - whose assumptions and stereotypes are incorporated into the construction of algorithms.

Especially in the public sector, algorithmic decision systems usually have a monopoly position with a high risk potential. Therefore, it is all the more essential for female public managers in decision-making bodies to know about the ethical, ideological, political and social fields of tension that can be reflected and even intensified in supposedly neutral algorithms.

Using case studies from the public sector, students are familiarized with the ethical and socio-political fields of tension.

The contents of this course include:

• Fundamentals of ethics (utilitarianism, deontology, ethics of virtue) and introduction to applied ethics, especially ethics of technology
• Big Data, Data Science and AI in public administration
• Challenges of algorithmic data processing and decision systems: Ideology, bias and discrimination, sources of error
• Social implications and technology assessment, including the digital divide, data gaps
• Algorithms, AI and Law - The problem of responsibility
• Use cases of algorithms in politics and administration
• Fairness and quality measures
• Recommendations for action in practice

• Graduates identify different ethical positions and areas of conflict in connection with algorithmic decision systems.

• Graduates are able to introduce and evaluate the relevant ethical questions in the development and use of algorithms.

• Graduates know different measures of fairness and quality and are able to implement them in decision-making processes.

• Graduates know possible problems and risks that can arise in the development and use of algorithms and are able to analyze algorithmic decision systems in this respect.

• Graduates identify chains of responsibility in the development and use of algorithms.

• Graduates are able to evaluate decision-making processes regarding automation with regard to their social implications and social compatibility.

The teaching and learning methods comprise a lecture part with activating methods, discussion, group exercises, case studies, and a group work with final presentation. Special attention is paid to problem-based learning.

Continuous assessment: Immanent course, which is divided into the following parts: group work with presentation (40%), individual seminar paper (40%) and active participation (20%)

• Step-by-step structure of the legal system including the basic principles of collective labour law
• Basic features of the employment contract (content, mutual claims, termination options, deadlines and claims, protection against dismissal)
• Main features of the different types of employment
• Main features of the procedure before the Labour and Social Court
• Presentation of relevant secondary laws

• Graduates describe the level structure of the legal system (specifically related to labor law).

• Graduates describe the mutual rights and duties of employees and employers.

• Graduates differentiate between the various forms of employment (contracts).

• Graduates solve simple termination problems (this includes in particular knowledge of the types of termination, termination dates and periods and resulting claims).

• Graduates describe the rough course of a procedure before the Labor and Social Court.

• Graduates describe the relevant supplementary laws and assign them correctly.

• Graduates discuss and solve individual problems on the basis of a more complex case selected legal issues.

Lecture/presentation, group work, discussion, case solutions

Continuous assessment: Immanent performance review, final inspection in writing (50 %) and immanent assessment (presentation of a case in small groups - 50 %)

• Legal capacity, capacity to act
• Representation
• Conclusion of legal transactions (declaration of intent, error)
• Deficiencies in performance
• Contractual obligations, in particular tort law
• Selected areas of property law: possession, ownership

• Graduates are able to present selected problems of private law and derive proposed solutions from them.

• Graduates are able to use the Civil Law Code as an example to solve cases of average difficulty.

Flipped classroom, group work, case solution, discussions, peer feedback, problem based learning, moot court

Final exam: Oral participation in the Moot Court at the end of the course and written preparation for it. An mid-term test on concepts of private law, distance learning tasks on case solutions, and presentations.

• Functionality of double-entry bookkeeping using case studies and teaching and deepening knowledge of bookkeeping and accounting
• Differentiation between internal and external accounting
• Legal bases and principles within accounting
• Postings in the income statement and balance sheet
• Legal basis for federal budget law
• Traditional cameralistics versus "new accounting"
• Budget process and budget reallocations

• Graduates are proficient in key accounting and financial reporting terminology and can use it independently.

• Graduates distinguish between an income and expenditure account (EAR) and the double-entry bookkeeping system (DOPPIK) and understand the respective functions and can therefore independently post typical business transactions with corresponding accounting records.

• Graduates are familiar with the analog systems in the public sector, both cameralistics and the so-called new accounting system, and know the basic legal framework and legal regulations for Austrian accounting.

• Graduates know the budgetary planning processes in the administration and change budgeted funds in the ongoing budget implementation (if necessary) and know the basic accounting and valuation principles and understand the process of the annual financial statements and can analyze them independently.

Lecture and active participation of students in the course with the opportunity for discussion

Final exam: Ongoing participation and a written course examination at the end of the semester

• Legal basis
• Characteristics of Federal Management Accounting
• Objectives and functions of cost and performance accounting
• Conceptual location in accounting
• Principles of cost allocation (actual, normal and planned costs, full and partial costs)
• Subareas of cost and performance accounting
  • Cost-type accounting (farm transfer sheet)
  • Cost centre accounting (cost accounting sheet)
  • Cost Object Controlling (Costing)
• Break-even analysis & direct costing calculation, make or buy decision
• Cost truth under the aspect of public welfare

• Graduates use instruments of cost and performance accounting in a way that is oriented towards the common good.

• Graduates know the legal bases for public administration and understand the implementation of cost and performance accounting in the federal government, and are familiar with the specifics of Federal Management Accounting as well as with the responsibilities in this regard in accordance with budget law and budget implementation in the federal government.

• Graduates know the basics of managerial accounting and are able to apply them in practice.

• Graduates name the sub-areas of cost accounting and prepare business transition and business accounting sheets.

• Graduates understand the demarcation of bookkeeping, controlling, budgeting and balancing, and know the respective basic functions (which are discussed further in corresponding courses).

• Graduates carry out direct costing calculations, break-even analyses and make-or-buy decisions, and determine from which sub-areas of accounting the relevant data originates.

Lecture/presentation, group work, discussion, feedback, work assignments with feedback, group exercises, case solutions, practical exercises, problem-based learning, distance learning

Continuous assessment: Immanent performance assessment based on group and homework after each course and as distance learning in preparation for the federal section

Discussion of the legal basis after preparation by the students

Presentation of group work and discussion of the results (based on the script and slides with the relevant content)

The overall grade is calculated from the sub-grades distance learning and group work in the attendance part

• Joint repetition of the contents of the previous semesters: basic concepts of science; basic principles of central paradigms; development of research questions and research designs
• Introduction to research planning: debriefing and consolidation - reference to competence covered in the 1st semester, "literature research" and theories covered in the 2nd semester
• Reading and interpreting quantitative and qualitative research results, practice with text extracts and graphic examples
• Reflection of strengths and weaknesses of qualitative and quantitative methods. Which paradigm for which research question? What does the decision mean for the research process?
• Qualitative survey methods: Overview, possible data sources, quality criteria of qualitative research
• Focus: interviewing and observation
• Quantitative survey methods: Overview, possible data sources
• Focus: Construction of questionnaires

• Graduates make targeted use of the qualitative data collection methods of observation and interviewing.

• Graduates make targeted use of the quantitative methods of questionnaire construction and survey.

• Graduates assess the quality of scientific research according to criteria.

• Graduates recognize and classify qualitative and quantitative research methods and assess the scope of research results.

• Graduates explain and apply quality criteria of empirical social research.

The combination of different teaching methods - lecture and distance learning, practical exercises based on individual and group work, discussion as well as feedback from peers and teachers - enables a diverse transfer of knowledge and skills on the one hand and takes into account different learning types among students on the other. By means of practical applications, students are challenged in this exercise to acquire new competences and to reflect on them in connection with the contents of other courses. The selected working materials and research examples provide a reference to the central topics of the course as well as current focal points such as SDGs and digitization.

Continuous assessment: The acquisition of the above-mentioned competences will be assessed on the basis of partial performances within the framework of the immanent performance assessment:

(1)Written teamwork: reading and critical discussion of a given scientific text according to previously defined criteria

(2)Individual work: execution of a participant observation and writing an observation protocol

(3)Group exercise on quantitative research: construction of a questionnaire and planning of the research process

• Political language: vocabulary, idioms, Austrian political system
• Professional emailing: typical phrases, linkers, prepositions, levels of formality
• Meetings and negotiations: phrases, idiomatic language; diplomatic language; persuading in negotiations
• Business topics: describing job responsibilities, leadership and conflict management; giving advice; professional meetings and negotiations; idiomatic business phrases

• Students will be able to use appropriate English vocabulary and idiomatic expressions to describe political systems, analyze leadership concepts, and discuss current developments in the news.

• Students will be able to apply context‑appropriate English phrases to manage professional interactions, including giving advice, handling conflict, and expressing agreement or disagreement.

• Students will be able to write professional emails in English using suitable register and diplomatic tone.

• Students will be able to conduct and participate in meetings in English, applying a range of idiomatic expressions.

• Students will be able to develop and implement negotiation strategies in English, using precise, diplomatic, and persuasive communication techniques.

Lecture, pair & group assignments in class, discussions & feedback, research-based learning, online tasks, practical exercises

Continuous assessment: Continuous assessment: classroom participation, discussions, pair work and group work; written assignments, online tasks

• Human rights as a basis for equality and inclusion
• Reflection on existing inequalities and exclusions and stereotypes
• Conceptual work "Gender", "Gender Mainstreaming" (in some cases on the advancement of women), "Diversity Management", "Intersectionality" "Interculturality" - definitions, components, aspects
• Legal and institutional foundations of gender mainstreaming
• Core dimensions of diversity
• Instruments of gender mainstreaming and diversity management (including gender-sensitive language)
• Fields of action of gender mainstreaming and diversity management in the administration

• Graduates use terms and concepts from research and strategy development on gender and diversity correctly (e.g. gender, androcentrism, intersectionality and interculturality).

• Graduates question stereotypical attributions based on identity characteristics.

• Graduates are able to define gender mainstreaming and diversity management, describe typical strategies and assign different instruments and discuss them in terms of prerequisites and effects.

• Graduates transfer strategic guidelines in the area of gender and diversity into their own field of work and make use of the room for manoeuvre to realise equality with regard to the core dimensions of diversity management.

• Graduates recognize the gender and diversity aspect in all tasks and integrate gender mainstreaming and diversity aspects into their activities.

• Graduates describe the importance of social justice and inclusion for the public sector in general and for a citizen-oriented administration in particular.

Input/lecture by the teachers; exercises for individual reflection in the classroom units; group discussions and exercises; plenary discussions; feedback on reflection papers; materials for self-study (Moodle)

Continuous assessment: Writing three written reflection papers on the thematic focus of the individual attendance units in individual or team work.

• Definition of group dynamics
• Basic principles of group and rank dynamics, power positions
• Control of group dynamic processes
• Characteristics of well functioning (virtual) groups
• Fundamentals of a systemic understanding of conflict
• Types of conflict
• Conflict emergence, dynamics and escalation according to Glasl
• Conflict Analysis
• Conflict Resolution
• Procedures for conflict resolution (conflict moderation, mediation, Harvard procedure, clarification aid, conciliation, arbitration, expert vote)
• Conflict Prevention
• Basics of communication (ego messages, empathic listening, non-violent communication according to Rosenberg, 4-ears model according to Watzlawick)
• Mediative questioning techniques for identifying needs behind conflict positions

• Graduates are able to recognize and describe the basic principles of group and rank dynamics in (virtual) groups that they observe.

• Graduates can describe the characteristics of well functioning groups.

• Graduates can use their knowledge of the dynamics of different groups to design ways of encouraging them to cooperate, be agile and perform well.

• Graduates have basic knowledge of conflict dynamics, escalation, de-escalation and prevention and can thus develop proposals for conflict management solutions for concrete conflict situations.

• Graduates can describe the different conflict resolution methods of the individual conflict levels (according to Glasl) and apply the acquired communication skills in conflict discussions.

• Graduates can apply the basic techniques of non-violent communication according to Rosenberg - ego messages and empathic listening - in conflict talks.

• Graduates can use appropriate mediative questioning techniques to identify the needs behind conflict positions.

Theory inputs, individual and group work, exercises and role-plays (with emphasis on the application of different methods) with feedback, technology-supported courses, work and observation tasks with collegial feedback, structured group exercises, independent acquisition of knowledge and competence through case work on one's own and exemplary group and conflict situations, dialogue and discussion in the plenary and in the question-answer forum.

Continuous assessment: Immanent assessment of performance through case work and discussion using theoretical principles (from distance learning), (distance learning) reflection tasks, (distance learning) small group work, participation in attendance time as well as a term paper to integrate and deepen the teaching content.

• General introduction to impact-oriented management control
• Development of administrative reform concepts
• Overview of the international use of "Performance Management
• Linking impact-oriented management control with higher-level strategies (e.g. the Sustainable Development Goals)
• Instruments and formats: Impact-based management and impact assessment
• Reporting and digitization of work processes and reporting procedures (monitoring and evaluation)

• Graduates describe essential differences of administrative reform concepts.

• Graduates explain the model of impact-oriented management control and distinguish between the two instruments of impact-oriented management.

• Graduates explain the cornerstones of the impact-oriented steering cycle and are able to evaluate the quality of impact targets and indicators.

• Graduates can illustrate the connection between impact-oriented management control and higher-level strategies.

• Graduates summarize the essential functions of a monitoring system and can describe the core elements of an impact-oriented impact assessment.

• Graduates conclude the necessary basic requirements for the course "Formulation of Objectives, Development of Indicators and Monitoring in Public Administration" (4th semester).

Lecture, discussion, feedback, group work, case solutions, practical exercises, linking theory to students' work experience and knowledge

Continuous assessment: Performance behaviour: observed in the active participation during the lecture units (20 %) and in the implementation of the course content in the context of group work within the last lecture unit (30 %)

Performance result: judged by the results of the own learning transfer. Written examination on the contents taught in the last teaching unit (50%).

• Fundamentals of data governance
• Data ecosystems
• Open data
• Semi open data and closed data
• PSI, IFG and, OGD
• Basics of open licenses
• Data management and data strategy

• Graduates outline the data landscape of Austria.

• Graduates recognize the basics of a data ecosystem.

• Graduates apply the basics of a data strategy.

• Graduates explain and use basic terms and relevant technical vocabulary such as PSI, OGD, FIL and GDPR.

Lecture/presentation, group work, discussion, feedback

Continuous assessment: Multiple choice test and graded exercises

• Nature of commercial law, public and private commercial law
• EU legal and constitutional framework
• Trade law (scope of application, personal requirements for a trade licence, commercial operating facilities)
• Water law (public and private waters, public and private use of waters)
• Waste management law (definition of waste and hazardous waste, treatment of waste)
• Contaminated Sites Remediation Act (concept of contaminated site, contaminated site atlas, contaminated site remediation contribution)
• Federal Air Pollution Control Act (obligations for air pollution control, bans)
• Immission Protection Act - Air (immission limits, measures to be taken if limits are exceeded)
• Regulation of the energy market (gas and electricity) in Austria
• Regulation of the railway sector in Austria
• Regulation of goods and passenger transport on roads (Motor Vehicles Act, Goods Transport Act, Occasional Transport Act
• Regional planning (objectives and instruments of regional planning, zoning plan, development plan)
• Construction law (terms of construction, construction measures requiring approval, construction measures subject to notification, construction procedures)

• Graduates know the personal and factual requirements for the exercise of commercial activities, and distinguish which commercial activities are not covered by trade law and which rights neighbours have in commercial investment proceedings.

• Graduates know the requirements for the use of public and private waters and know how to legally treat ordinary and hazardous waste and problem substances.

• Graduates are able to conclude which legal obligations for air pollution control exist and which official measures can be taken if the immission limits according to the Immission Control Act - Air are exceeded.

• Graduates will be able to explain under what conditions it is possible to change suppliers of electricity and gas, how green electricity can be obtained and who has to make green electricity contributions for what purposes.

• Graduates present the passenger rights of railway companies and distinguish under which conditions a commercial freight or passenger transport company (taxi, rental car) can be operated.

• Graduates know under which conditions a regular service can be established.

• Graduates are able to explain the significance of the zoning plan for the use of land and distinguish which building projects require a permit or only require notification and which rights the neighbors have in building procedures.

Lecture/presentation, self-study on the basis of the given literature, discussion, work assignments on practical cases with feedback

Final exam: Written examination at the end of the course on specific questions

• Overview of the extent and nature of public sector investment
• Relevance of the state for the provision of technical and social infrastructure (public services of general interest)
• Social and natural capital as a social resource and factors of the common good
• Effects of public investment on growth, employment, distribution and the environment (externalities)

• Graduates are able to describe the role of the public sector as a market player in terms of its nature and scope.

• Graduates are able to analytically assess the relevance of the provision of technical and social infrastructure within the framework of public services of general interest, their effects and impacts, and evaluate them from a perspective of the common good, their contribution to SDGs (in particular 8,9,10,11,12,13) and their distributional effects.

• Graduates evaluate the contribution of investments in social and natural capital to the common good of society and analyse the importance of technical and social innovation in solving the major economic challenges of sustainability, social stability and digitization.

Interactive lecture with activating elements, group discussions and exercises, reading tasks of specialist literature (Peer Reviewed Journal Articles) and their evaluation, discussion, elaboration of problem-centred case studies on specific topics of public investment activity in groups, elaboration of self-developed reflection questions on the individual reading tasks, feedback on the individual sub-services.

Continuous assessment: The learning progress and performance assessment within the course is based on four pillars. Active participation in classroom units (10 %), reading tasks (25 %), quizzes on the seminar content (15 %) and a case study in groups of four (50 %). A total of 100 points can be achieved in the seminar.

• Statistics and measurements / measurement problems: objectivity, validity, reliability
• Data types (numerical, categorical) and the impact on quantitative research
• From descriptive statistics to inferential statistics, importance of sampling
• The statistical inference chain: from hypothesis to statistical evaluation
• Statistical tests: t-test, regression, chi-square independence test, unit value test
• The modern interpretation of the p-value in the course of scientific studies

• Graduates formulate a hypothesis for both scientific and economic purposes so that it can be answered quantitatively using statistical methods, i.e. the transformation of a hypothesis into the world of statistical hypotheses (null and alternative hypothesis) is a fixed part of the method toolbox.

• Graduates know a large part of the spectrum of methods of modern inferential statistics and can apply it proactively.

• Graduates understand measurement problems and especially data problems and always relate these to the corresponding quantitative evaluations.

• Graduates create, evaluate and interpret online questionnaires correctly, as the process of questionnaire creation is always viewed purely from the perspective of statistical evaluation.

• Graduates understand that the basic understanding of statistics is a central element of knowledge for a responsible citizen in a democracy.

• Graduates know about the relationship between features of the study design and the quality of the results.

After a short flipped classroom session, each unit begins with a detailed lecture part, which presents the statistics as far as possible without formulas, and ends with a group exercise part. This ensures that what has been learned is always subliminated in the students' perceptual process.

Continuous assessment: After each unit, the current status of the group work must be uploaded into the e-learning system. In the last unit, the final presentation will also take place.

• Relations between theory and empiricism
• Steps and decisions in research planning
• Research design
• Data sources and data types
• Evaluation methods in qualitative and quantitative social research
• Triangulation

• Graduates carry out scientific analyses of text-based qualitative data.

• Graduates use theoretical concepts in data evaluation.

• Graduates identify data sources and assess their quality.

• Graduates translate practical problems into scientific questions.

• Graduates create research designs for their own research projects and plan empirical surveys.

Reading (instructed) of given scientific texts; teacher input with discussion; individual work assignment with feedback; group exercises (evaluation of the interview transcripts provided, evaluation of prepared qualitative and quantitative data material with the aim of forming theoretical conclusions)

Continuous assessment: Two group works (text analysis/analytical memo, theory-based qualitative and quantitative data evaluation); individual quick outline

• ​Language input: developing arguments, debating
• At an international conference (vocabulary, idiomatic phrases, socialising)
• Discussion of relevant topics
• Institutions of the European Union
• Society and public administration

• Graduates use persuasive speech more professionally in English.

• Graduates develop valid arguments and conduct a debate in English and communicate more fluently at international conferences.

• Graduates analyze ethical issues and discuss possible solutions.

• Graduates research information on the European Union and lead a discussion in English.

• Graduates elaborate on current societal issues relevant for public administration in English.

Lecture, pair & group assignments in class, discussions & feedback, research-based learning, online tasks, practical exercises

Continuous assessment: Continuous assessment: classroom participation, discussions & debates, pair work and group work; written assignments, online tasks

• Basics of PM according to IPMA
• Methods for project start
• Methods for project coordination
• Methods for project marketing
• Project controlling methods
• Methods for coping with a project crisis
• Methods for project completion

• Graduates know the basics according to IPMA and can apply them in their own field.

• Graduates accompany a project in the pre-project phase and can create a project order.

• Using the object of analysis plan, graduates create a work breakdown structure and assign the objects of analysis to the corresponding work packages.

• Using the project environment analysis, graduates identify social risks, evaluate them and derive measures to shape these relationships.

• Graduates create a project cost plan with the help of resource planning and can evaluate the progress of the project, derive necessary measures and generate a report as part of the project controlling process.

• Based on their basic knowledge of risk management, graduates draw up a risk table and calculate a possible risk budget.

Lecture or presentation, group work, discussion, feedback, peer feedback, case solutions, practical exercises

Continuous assessment: Written final examination using multiple choice test and case processing - can also be taken as "pm basic Certification" on a voluntary basis.

• Basic concepts of process management: nomenclature of the subject area, different approaches/thinking directions
• Methods and characteristics of process management
• Methodology of process mapping (= modelling) and knowledge of the different models and their rules and regulations
• Process designs using concrete examples from administrative practice
• Economic aspects of business process management (e.g. benefit assessment)
• Learning of a digital tool for visualization and data-technical multidimensional mapping of business processes

• Graduates map business processes using a software-based tool semantically and syntactically correct (based on a selected method, specifically the event-driven process chain) and analyse them according to various aspects such as interfaces, efficiency etc.

• Graduates have a basic understanding of various models of business process management, based on the CIP (Continuous Improvement Process) approach and have in-depth knowledge of bpm method.

Subject-specific basic knowledge in form of an initial lecture, in the further course teaching of the event-driven process chain method for the visualization of business processes, practicing the method by means of practical examples, learning a digital tool for the visualisation and data-technical multidimensional mapping of business processes, deepening the practical application in form of regular homework (distance learning tasks), identifying, collecting and modeling a complex business case from public administration in small groups, analyzing business processes according to different criteria and mapping an optimized business process.

Continuous assessment: The performance assessment is carried out in the form of accompanying practical exercises with the BPM software "lucidchart", which finally lead to a concluding assignment. The goal of this concluding assignment is the collection and methodically correct mapping of a concrete business process from the area of public administration, the execution of different analyses and the transfer of the gained knowledge into a reformed target business process. A written performance review at the end of the course serves to deepen the theoretical construct of business process management.

• Differentiation between team, (work) group, high performance team
• Theory and characteristics of modern team forms (agile, self-controlled, cross-generational, virtual, multicultural, intercultural, sociocratic/holacratic)
• Basics of a functioning cooperation in the proven and modern team forms
• Functional role versus team role (using the example of the BELBIN team roles)
• Team roles according to Belbin
• Observation of the individual on the basis of transactional analysis (structural model, functional model, egogram, inner drivers)
• Individual stress patterns (according to Satir)
• Individual paths of self-directed and lifelong learning as an essential factor in maintaining employability
• Individual health prevention: salutogenesis and the house of work ability
• Interaction individual resilience - team resilience - organisational resilience (systemic view)
• Interaction individual - team: feedback and feedback rules, Johari window, theory of cognitive dissonance, effect relationship between individual abilities and collective competence, psychological games
• Interplay of task - individual - team on the model of topic-centred interaction (TCI)
• Fundamentals of the psychology of New Work
• Dealing with narcissistic personalities

• Graduates will be able to describe the characteristics of proven and modern (multinational, agile, self-controlling, virtual, intergenerational, intercultural) team forms and the resulting needs at collegial and management level.

• Using the team roles according to Belbin, graduates can analyse their team role in comparison to their functional role and can use transactional analysis for individual insights and findings.

• Graduates can plan their individual path to maintaining their employability in interaction with their team and assess their interaction as an individual with their team.

• Graduates are able to design job-related health prevention measures on the basis of the model of salutogenesis and the House of Work Ability.

• Graduates can evaluate the success of the interaction between task - individual - team on the basis of the model of topic-centred interaction in their teams.

• Graduates are able to independently generate impulses from the psychology of new work to improve cooperation in their team.

• Graduates can diagnose the behaviour of narcissistic personalities and design a self-protection strategy.

Theory inputs, individual and group work, exercises and role-plays with feedback, technology-supported courses, work and observation tasks with collegial feedback, structured group exercises, independent acquisition of knowledge and skills through case work on one's own and exemplary team situations, dialogue and discussion in plenary and in the forum.

Continuous assessment: Immanent assessment of performance through case work and discussion using theoretical principles (from distance learning), (distance learning) reflection tasks, (distance learning) small group work, participation in attendance time as well as a term paper to integrate and deepen the teaching content.

• Definition of the term team development
• Use and benefits of team development
• Team development process
• Team development of modern team forms (agile, self-controlled, cross-generational, virtual, multicultural, sociocratic/holacratic)
• Team phases and team clock
• A selection of simple team exercises and tools for team development
• Conflict prevention in the individual team phases
• Riemann-Thomann model for teams
• Criteria for good team composition
• Importance of kick off meetings at the team start
• Linking skills (social and communicative skills for goal-oriented, agile and respectful cooperation)
• Team leadership and team management
• The new way of leadership - the importance of coaching skills for team leaders
• Leading virtual teams by developing
• Potential development of the team members through a systemic coaching attitude
• Selected coaching skills
• Promotion of team learning
• Basics of the moderation of team meetings
• Systemic consensus
• Adjourning phase (team disbanding) and its support

• Graduates present the benefits of team development.

• Graduates are able to describe the characteristics of the individual team phases and can assess in which team phase the teams they observe are located and design concrete team development measures for these teams.

• Graduates are able to design team development measures for multinational, agile, self-directed, virtual, intergenerational, intercultural, socio-cratic/holacratic teams that take into account the specific characteristics of these teams.

• Graduates are able to explain selected team exercises and plan their use and to design a team meeting in a goal-, solution- and appreciative manner through moderation.

• In their role as team leaders, graduates are able to use coaching skills in team discussions and make use of the method of systemic consensus.

• Graduates are able to design an appreciative team dissolution.

Theory inputs, individual and group work, exercises and role-plays with feedback, technology-supported courses, work and observation tasks with collegial feedback, structured group exercises, independent acquisition of knowledge and skills through case work on one's own and exemplary team situations, dialog and discussion in plenary and in the forum.

Continuous assessment: Immanent assessment of performance through case work and discussion using theoretical principles (from distance learning), (distance learning) reflection tasks, (distance learning) small group work, participation in attendance time as well as a term paper to integrate and deepen the teaching content.

• Objectives, metrics and indicators - definition, deployment and quality
• Basics of performance management
• Basic distinction between monitoring and evaluation
• Implementation of key performance indicators and monitoring systems in organizations and the associated challenges of using and not using key performance indicator systems

• Graduates understand the relevant terms of key figures and measurement systems and are familiar with the different functions of key figures and indicators.

• Graduates can assess the qualities of key figures and measurement systems.

• Graduates can design processes for developing key figures and measurement in organizations.

• Graduates use key figures and indicators in a targeted manner and analyse factors for the use and non-use of key figure systems.

• Graduates can implement monitoring systems in organizational units.

• Graduates can explain differences between the instruments of monitoring and evaluation.

• Graduates derive the necessary basic requirements for the courses "Evaluation Theory, Evaluation Systems and Monitoring" and "Impact Orientation in Application" (5th semester each).

Lecture/presentation with online elements, practical group work with discussion and feedback by lecturers, individual work assignments with feedback

Continuous assessment: Performance behavior: observed in the active participation during the lecture units (20 %) and in the implementation of the course content in the context of group work (50 %)

Performance result: judged by the results of the own learning transfer. Individual written work within the framework of distance learning (30%).

• Austria: World Champion in Subsidies? The state must not give anything away - a critically reflective introduction to the topic
• The private sector state
• Levels of support
• Federal subsidies (statistics on subsidies: direct, indirect, in international comparison and according to transparency database)
• Legal bases of the promotion system in the Federal Republic of Germany, in particular the Ordinance of the Federal Ministry of Finance on General Framework Guidelines for Grants from Federal Funds (ARR 2014) including Sections 1 to 10
• EU State Aid Law
• Subsidies in Austria - Quo Vadis?
• Subsidy processing agencies at federal level
• EU subsidies using the example of a European Structural Fund including the necessary control elements

• Graduates are able to quantitatively classify and evaluate the direct and indirect funding system in Austria and in the international context.

• Graduates are able to present the legal basis in Austria, in particular the Ordinance of the Federal Ministry of Finance on General Framework Guidelines for the Granting of Funds from Federal Government Funds (ARR 2014), including sections 1 to 10, together with the Transparency Database Act.

• Graduates can explain EU state aid law in terms of its objectives and the main features of its structure.

• Graduates can name and assign the funding agencies at federal level with their substantive responsibilities.

• Graduates will be able to summarise and evaluate the most important structural fund subsidies at the level of the European Union together with the complex control instruments.

Lecture/presentation, group work, discussion, feedback, lecture with activating methods, work assignments, group exercises, case solutions, practical exercises, problem-based learning with current examples, distance learning

Continuous assessment: In the context of the course, students work in groups to prepare both an application for funding and a funding contract. In the course of these practical exercises, the acquisition of professional competence in the legal requirements of the subsidies will be examined. The remaining learning outcomes are subjected to a performance check in the course of the written final examination.

Written final examination, homework as group work as an element of distance learning, group exercise on cases of support within the framework of the course.

Collegial case consultation

• Theory and knowledge about the use and design of a collegial (case) consultancy
  - Moderation techniques in collegial counselling
  - Question techniques in counselling situations
  - Implementation of collegial (case) counselling
  - Self analysis and self-reflection
  - Definition of problems, cause analysis and definition of measures
• Students are asked to bring practical problems they would like to bring to this unit and use them in the group work.
• Reflection on the consultations, answering questions arising from them

(Phoenix) Kaizen

• Increasing efficiency and productivity
  Increasing productivity in the workplace goes hand in hand with increasing productivity in the private sphere
  Kaizen is a system that is intended to help individuals to increase their own productivity and thus their quality of life.

• Graduates have an insight into the everyday work of the administration (professional action, organisation-specific work processes, teamwork) and can combine theory with concrete situations from everyday work.

• Graduates can integrate collegial case counselling into their everyday work and contribute to problem solving in a team.

• Graduates reflect on their role as employees, deal with their own strengths and weaknesses in practical work and formulate their own views and ideas on problems in administration.

• Graduates use Kaizen for self-reflection and for the efficient organization of their work activities.

Group work, role plays, discussion

Continuous assessment: Reflections for both parts of the course, i.e. Kollegiale Fallberatung and Kaizen (50% each)

• Functions of evaluations in the context of organisational and policy management
• Evaluation and monitoring in the context of impact orientation
• Distinctions between evaluation, monitoring, feedback, controlling, research, and similar basic terms
• Types, models and designs of evaluations
• Evaluation questions and criteria
• Logical models and central categories of result control
• Evaluation planning: time, budget, human and data resources
• Formulate evaluation results: performance measurement and assessment, synthesis, indices
• Communication of evaluation results
• Evaluation use and follow-up

• Graduates present the basics of evaluation theory and different evaluation systematics.

• Graduates distinguish the meaning and terminology of evaluation as well as evaluation approaches and heuristics.

• Graduates name and describe different approaches and forms of evaluation and are able to reflect critically on them.

• Graduates design evaluations in a practice-oriented way and present them in a coherent way.

• Graduates assess and communicate evaluation results in a differentiated manner.

• Graduates evaluate existing evaluation offers comparatively within the framework of a tender.

The course consists of introductory overview lectures by the course instructors, group discussions on case studies from practice, group exercises (e.g. evaluation of a funding programme, working on terms of reference) and the reading of short, relevant technical and popular science articles, which are jointly analyzed discursively.

Continuous assessment: The assessment is based on the individual contributions to the case studies and the active participation in the course as well as the evaluation of the written exercise and final paper.

The final grade is made up of the following parts:

-collaboration 30%

-written exercise 30%

-final paper 40%

• Formalities & requirements for Bachelor thesis 1
• Scientific writing (writing workshop for writing scientific papers in cooperation with ZEWISS)
• Interim presentations of Bachelor thesis 1 (with feedback from peers and teachers)
• Demand-oriented addition of topics

• Graduates develop a scientific research question (knowledge question) from a practical problem they have chosen themselves.

• Graduates - accompanied by supervisors - carry out independent research on the current state of research in relation to theoretical and empirical findings on a defined topic.

• Graduates write a literature-based scientific thesis that corresponds to the current state of scientific research in the chosen field of research and meets standards of scientific writing in terms of structure, content and form.

• Graduates reflect critically on the findings of the literature research, especially with regard to research gaps, contradictions and ambivalences, which form the starting point for the conception of Bachelor thesis 2.

Inputs from teachers; teaching videos; short presentations by students with peer feedback; group work (writing workshop); feedback from supervisors

Final exam: Bachelor thesis 1 (according to evaluation criteria for BA at the course of studies) and partial performances in the course of the course of studies

• Institutions, processes, and analytical approaches in EU policy making
• The EU policy making in comparative perspective
• Concrete examples of EU policies and implementation at the national level
• EU Policy Making in a time of crisis

• Graduates understand the complex process of policy making in the EU.

• Graduates understand the differences of supranationalism and intergovernmentalism.

• Graduates assign institutional processes needed to relevant EU politics and legal instruments.

• Graduates know the modes and mechanisms of the politics implemenation at the national level.

• Graduates identify relevant themes and challenges for policy making in the EU.

Activating methods, concise presentations followed by peer-group discussions

Continuous assessment: Oral presentations, written case studies

The course concerns itself with the following questions:

• How is public administration practiced in European and global contexts?
• What comparisons can we make between public administration practices internationally?
• How and why do we make such comparisons?
• Why is it important to understand public administration in a global context and how does this shape our understanding of public administration at home?
• How can we discuss and communicate these issues on an international stage?

In answering these questions, the course deals with these specific areas:

• International comparisons of public administration practices
• Frameworks and definitions of quality public administration in the EU
• The role of European agencies in multi-level governance systems
• Professional communication skills for international contexts

• Graduates analyze and describe similarities and differences in public administration practices internationally.

• Graduates critically evaluate public administration practices in Austria vis-a-vis international approaches and their potential applicability at home.

• Graduates critically examine the criteria for evaluating "quality" public administration at a European level and reflect on the associated issues and controversies.

• Graduates utilise a wide range of vocabulary and expressions in English relating to public administration internationally.

• Graduates discuss and debate topics relating to European and international public administration through contemporary professional communication channels, including group discussions, podium/panel discussions and podcast media.

Lecture, group work, discussion, lecture with activating methods, problem-based learning, flipped classroom, online lessons

Continuous assessment: Reflection assignments (3 in total) (45%)

Podium / Panel discussion participation (25%)

Group podcasts (30%)

Accounting in the public sector:

• Legal basis for federal, state and local authorities
• Differences and similarities with private sector accounting
• Balance sheet analysis, especially from the point of view of sustainability
• Links between hived-off units and the core budget

Accounting in the private sector:

• Critical examination of individual financial statements in accordance with national law (Companies Act)
• Basic knowledge of the structure and legal basis for consolidated financial statements and their economic significance (ITUC-IFRS)
• Introduction to accounting: significance, objective, target group

• Graduates can read and interpret the annual accounts of public organizations.

• Graduates check the accounts of public units for compliance with the sustainability criterion.

• Graduates recognize the structure, the significance and the scope for interpretation of a private sector annual financial statement at individual level and know the structure and significance of consolidated financial statements.

• Graduates know the goal of balance sheet analysis.

Lecture with activating methods, group work during the presence phase, discussion, individual work and group work as homework, feedback. Based on the contents of the course Fundamentals in Accounting, Bookkeeping and Budgeting, students have the opportunity to apply this knowledge in a practical application.

Continuous assessment: 30% group work in teams of two on topics related to private sector accounting and balance sheet analysis

30% group work balance sheet analysis of two public entities

40% participation

• Controlling cycle
• Components and phases of budget compilation
• Planning and control: public budget vs. private company
• Public budget management and execution
• The "impact-based outcome assessment"

• Graduates describe the controlling process and apply it competently in their own working environment.

• Graduates can transfer selected controlling methods to their own work situation and apply them themselves in the course of a goal-oriented working method ("self-controlling").

• Graduates reflect on the functioning and objectives of the traditional approach to planning and budgeting and transfer it to their own work situation.

• Graduates name the challenges of traditional approaches to controlling and discuss selected modern approaches competently.

• Graduates recognize the differences in access to controlling between public administration and private companies and transfer considerations from the access in the company to the public sector.

• Graduates use the relevant previous knowledge from upstream courses in the areas of accounting and balance sheet preparation, cost accounting and investment and financing as well as controlling tools for goal-oriented and transparent decision-making.

• Graduates determine and interpret relevant control parameters for success.

Lecture/presentation, discussion, lecture with activating methods (business game), work assignments with feedback, practical exercises, online quiz APP

Continuous assessment: Immanent performance assessment with presentations, case work in small groups, MC test

• Terms (morals, ethics, professional ethics, ethos, professional ethics, compliance, corruption, ...)
• Different moral concepts and moral theories (different views of human beings)
• Relationship between ethics and law/value standard aspect
• Typical decision dilemmas
• Compliance culture
• Analysis and reflection of own interactions/work
• Fight against corruption - responsibility of public sector employees

• Graduates derive characteristics of moral decisions and apply them.

• Graduates recognize the special importance of ethical action in the public sector.

• Graduates are aware of their responsibilities and understand the importance of a culture of responsibility and compliance.

• Graduates apply instruments of corruption prevention and anti-corruption.

• Graduates reflect on ethical action and base their actions on it and motivate others to do so.

Statements and impulse presentations, individual work, group work, discussion and dilemma discussions, work assignments with feedback, group exercises, peer feedback, case work, practical exercises, problem-based dialogical learning processes

Continuous assessment: Immanent performance assessment: Permanent learning success control through project participation, active collaboration and co-design. Two written homeworks (reflection of own experience; case work); presentation of results in the course

• Main features of public relations work
• Practical handling of media (guideline)
• Professional ethics - job-specific ethics
• Ethics in journalism, fields of tension
• Critical discourse and culture of dispute
• Excerpts from media law with special consideration of the protection of personality rights

• Graduates apply basic knowledge of public relations work and shape their dealings with the media and journalists.

• Graduates embed public relations in a professional ethical and image-promoting framework.

The distance learning supported parts of the lectures are developed in the three attendance half days through discussion, feedback, practical exercises and the teaching of problem-based learning and discussion.

This course is designed to raise awareness of the ethos of the public sector and to provide a solid, practical application of public relations in the public sector. In this context, it will be important that a critical reflection and confrontation about the "perception and image of the public sector" through media but also through "own experiences (professional practice, personal points of contact, etc.)" takes place discursively. Rules, limits, mission statements and fouls/no-goes will be researched, discussed and developed on the basis of examples. With the achievement of the learning outcomes, basic knowledge of the practice of public relations in the public sector will also be imparted.

Continuous assessment: The assessment of performance is based on a point system, which is derived from submitted written assignments and the cooperation of the students.

• Previously acquired digitization skills are to be applied and deepened here
• Deepening of the subject area "policy analysis and public governance" on the basis of case studies and using innovative solution methods
• Basic concepts of innovation management
• Testing of innovation methods: challenges, pitches, personas, collaborative brainstorming, prototypes, MVP
• Identification of innovation needs and application of innovation methods in administrative units

• Graduates recognize the need for (digital) innovation according to the criteria of public governance.

• Graduates initiate (digital) innovation processes in organizational units.

• Graduates have a repertoire of innovation methods at their disposal, which they apply in a reflective manner.

Group work, discussion, lecture with activating methods, peer feedback, case solutions, practical exercises, distance learning, use of collaborative tools, Innovation Jam

Continuous assessment: The performance result is judged by the result assurance of the own learning transfer (presentation of a planning or implementation phase of an innovation process): Development of a topic relevant to the course (innovation laboratory)

Quality criteria:

Quality and proof of a theory-based, organization-sensitive and sustainable approach

• Application of impact-oriented management control
• Application of impact-based impact assessment
• Implementation of monitoring and performance measurement systems in the administration
• Critical discourse on the actual implementation of impact orientation in Austria based on selected evaluation results
• IT solutions within the scope of impact orientation
• Linking impact orientation with other political, social and governmental target and value systems (Sustainable Development Goals, government programmes, EU strategies)

• Graduates independently prepare impact data for a draft federal budget and can obtain, evaluate and consistently use the necessary information.

• Graduates are able to carry out impact-oriented impact assessments on their own and will be able to gather, evaluate and consistently use the necessary information.

• Graduates are able to recognize the challenges associated with the instruments listed above and to solve them proactively.

• Graduates are able to analyse and evaluate the quality of impact orientation data and impact-based impact assessments with reference to legal frameworks.

• Graduates can use the potentials of the digitization of impact orientation in the sense of an efficient and critical application of the existing tools.

• Graduates are able to bring together the above-mentioned instruments in a consistent context with challenges facing society and the state as a whole.

• Graduates can critically reflect on the actual implementation of the instruments presented in Austria based on evaluation results and their own considerations.

• Graduates are able to apply the above instruments to the comprehensive consideration of the objectives of the Sustainable Development Goals.

Lecture/presentation with online elements, practical group work with discussion and feedback by lecturers, individual final assignments with feedback

Final exam: Performance behaviour: observed in active participation during lecture units and in group work (30 %)

Performance result: judged by the results of the own learning transfer. Written elaboration of own impact statements within the framework of impact orientation in the federal budget and an impact-oriented impact assessment (70 %).

• What does sustainability, CSR and sustainable procurement mean?
• Definition of sustainable procurement targets based on the Sustainable Development Goals, the Paris Climate Convention and national strategies
• Setting up an impact model and measuring it
• Sustainable procurement in BVergG 2018 in implementation of the EU Procurement Directive 2014/24/EU
• Opportunities and risks of sustainable procurement (materiality matrix)
• Sufficiency, consistency and efficiency strategy
• Triple bottom line of sustainable procurement
• The strategic and operative purchasing process (demand, material groups, suppliers, tender, contract, controlling, operative purchasing)
• Sustainability labels and certifications (eco-labels, EMAS, ISO, etc.)
• The "true" procurement price / life cycle costs
• Climate Neutrality / Greenhouse Gas Protocol
• Sustainable supplier assessment
• Performance review (Sustainable Balanced Scorecard)
• Overview of key contacts for sustainable public procurement, use of guides and tools

• Graduates know the relevant guidelines, programs and institutions of the UN and the relevant points of the SDGs, as well as the EU and in Austria, and are able to relate to sustainable procurement.

• Graduates incorporate the requirements of the Federal Procurement Act (BVergG 2018), explain the key paragraphs for sustainability and derive from them the possibilities for implementation.

• Graduates develop a strategy for sustainable procurement in their organization.

• Graduates define the necessary process steps to implement a sustainable procurement strategy.

• Graduates specify the sustainable aspects in a tender and integrate them into the sustainable purchasing of their organization.

• Graduates use the tools, guidelines and best practice examples available for their own purposes.

Lecture, discussion, group work, exercises

Continuous assessment: Assignment (60%) and presentation of results (40%)

• Basic principles of public procurement law: purpose & principles
• Legal basis
• Federal Public Procurement Act 2018
• Award procedure
• Implementation of the award procedure
• Termination of the award procedure: award procedure
• Legal protection at federal level:
  Federal Administrative Court (BVwG)
• Federal Procurement GmbH
• National and international judgments on awards

• Graduates explain the basic principles of public procurement law, its purpose and principles and present the awarding of contracts in Austria.

• Graduates present the general legal bases and the Federal Procurement Act 2018 with all its innovations in the field of digitization and are able to assign them.

• Graduates evaluate an award procedure with its thresholds and its types of award.

• Graduates summarise the implementation of the award procedure with all its formal individual steps.

• Graduates illustrate the end of the award procedure with the award procedure.

• Graduates explain legal protection at federal level with the Federal Administrative Court (BVwG) and its function and duties.

• Graduates explain the purpose of the Bundesbeschaffung GmbH.

Lecture/presentation, group work, discussion, feedback, lecture with activating methods, work assignments, group exercises, peer feedback, case solutions, practical exercises, problem-based learning, distance learning

Continuous assessment: The students analyze in group work national and international judicatures, which make a substantial contribution to the development of law. In the context of these practical exercises, the acquisition of professional competence in the legal requirements of the grants is subject to an examination. The remaining learning outcomes are subjected to a performance check in the course of the written final examination.

Written final examination, homework as group work as an element of distance learning, group exercise on national and international judicial decision within the framework of the course.

• In the Bachelor's examination, graduates show that they are able to transfer the findings of their work to the different contents of the Public Management program.

Final exam: Final examination

The Bachelor's examination is a commission examination before a qualified examination senatet. The board examination consists of the following examination parts

-examination interview incl. academic poster (weighting 70 %) about the Bachelor thesis, incl. presentation of Bachelor thesis 2 and

-their links (weighting 30 %) to relevant subjects in the curriculum.

Both parts result in the overall grading. The grade of the Bachelor thesis and previous achievements in the study programme, grade point average, etc. have no influence on the overall grading of the bachelor's commission examination.

Depending on the internship position

Reflection in the Training for professional practice 1 and 2 courses

• Graduates have an insight into the day-to-day work of the administration (professional action, organisation-specific work processes, teamwork) and are able to combine previous theoretical and practical knowledge with concrete situations from everyday professional life in a practical context.

• Graduates are able to understand the structure of their internship institution, to outline it by means of an organisation chart and are able to present a case history or a project in a structured way and to develop questions about it.

• Graduates are able to reflect on their role as employees, to deal with their own strengths and weaknesses in practical work and to formulate their own views and ideas on problems in administration.

Continuous assessment: Interview with internship supervisor/information by internship supervisor

Deepening (Phoenix) Kaizen

• Increasing efficiency and productivity
• Increasing productivity in the workplace goes hand in hand with increasing productivity in the private sector
• Kaizen is understood as a system that helps the individual to increase his or her own productivity and thus quality of life.

Communities of Practice

A Community of Practice (CoP) can be described as a non-hierarchical, self-organized group of people who are connected by a common "cause", such as a common (professional) interest, a common (professional) activity or a common (professional) aspiration. The group members are connected by social relationships (e.g. colleagues from one or more companies) and common values. In Communities of Practice the focus is on learning together. Ideas, insights and findings are exchanged. Mutual help and support as well as joint further development are therefore in the foreground. In a Community of Practice (CoP), learning is placed in the context of social relationships. Accordingly, the acquisition of knowledge through participation in and within a community is of importance, in which common knowledge is passed on and constructed. (among others Wenger E., Lave, J. 1991)

• Functionality of a CoP
• Participation in a CoP beyond your studies
• Self analysis and self-reflection

• Graduates have an insight into the day-to-day work of the administration (professional action, organisation-specific work processes, teamwork) and are able to combine previous theoretical and practical knowledge with concrete situations from everyday professional life in a practical context.

• Graduates are able to reflect on their role as employees, to deal with their own strengths and weaknesses in practical work and to formulate their own views and ideas on problems in the administration.

• Graduates can independently create, lead and design Communities of Practice and use the knowledge gained to develop their professional function.

Group work, role-plays, discussion, founding a COP with other students in the course

Continuous assessment: Reflections for both parts of the course and consolidation of Kaizen and Communities of Practice - COP (50% each)

• Formalities & requirements for bachelor thesis 2
• Research ethics and data protection
• Evaluation methods (consolidation)
• Visualization of results and poster creation
• Intermediate presentations of BA 2 (with feedback from peers and teachers)

• Graduates (accompanied by their supervisors) carry out research using quantitative and/or qualitative survey and evaluation methods.

• Graduates record the scientific quality criteria as well as the requirements of data protection and research ethics for their work.

• Graduates interpret their own research results in the context of the current state of scientific discussion.

• Graduates write and visualize research results, findings and the recommendations for action derived from them in the context of the scientific thesis.

• Graduates present their work and results and are able to present and defend the chosen approach, theoretical and methodological decisions and the knowledge gained.

Teacher inputs; teaching videos; short presentations by students with peer feedback; group work; feedback from the supervisors

Final exam: Bachelor thesis 2 (according to assessment criteria for bachelor theses in the program)

• Identity, society and culture; cultural intelligence
• Austrian culture & identity
• Analyzing cultures
• Intercultural management in practice (managing diversity, communication styles)
• Core values and intercultural management

• Graduates have insight into identity, diversity, society and culture.

• Graduates are able to analyze different cultures using a variety of models and dimensions.

• Graduates are able to apply cultural models to intercultural management.

• Graduates are able to examine case studies and put the theories into practice.

Group work, discussions, lecture with activating methods, exercises with feedback, group tasks, peer feedback, exercises, online tasks

Continuous assessment: Continuous assessment (research tasks & discussions, presentations, peer feedback, classroom participation)

• preparing and planning presentations
• formal versus informal presentation style
• opening and closing techniques
• idiomatic language for presentations: useful phrases, signposting, building rapport
• working with visuals
• describing results, trends, facts and figures
• the Q&A session
• group presentations & feedback

• Graduates apply strategies for planning a professional presentation in English.

• Graduates differentiate between formal and informal presentation styles.

• Graduates use techniques to get and maintain the audience’s attention during a presentation.

• Graduates incorporate appropriate signposting phrases and establish rapport with the audience.

• Graduates present graphs and trends using idiomatic language.

• Graduates feel more confident in handling different questions from the audience in English.

Group work, discussions, lecture with activating methods, exercises with feedback, group tasks, peer feedback, exercises, online tasks

Continuous assessment: Continuous assessment (presentations, language fluency exercises, analysis of presentations, peer feedback, classroom participation)

• Personnel management - personnel administration - personnel management. Basic understanding
  • Diversity of various personnel management processes
  • Personnel management within the framework of traditional development processes at the interface between personnel and organization
  • Personnel management within the framework of organizational change processes
• Design elements in personnel management (especially in the public sector): personnel plan; personnel development and qualification; recruiting and appraisal interviews
• Fields of action in the public sector (demographic change and mobility, availability and qualification; knowledge management; digital transformation (digitization of personnel management and personnel management as a driver of digitisation in the organisation)
• Personnel controlling
• Strategic personnel management
• Leadership and control in personnel management

• Graduates provide a comprehensive overview and insight into the management field of human resources and evaluate this as a management discipline among other disciplines.

• Graduates apply the instruments of personnel management to selected problems.

• Graduates develop solutions for the different fields of action of human resources management independently.

• Graduates describe a personnel management controlling process.

• Graduates explain the gender, intercultural and diversity aspect in all tasks and integrate gender mainstreaming and diversity aspects into their activities.

• Linking theory to the students' work experience and knowledge,
• Further development of PM competencies through action-oriented tasks
• methods: Input/lecture, discussions, group work, reflection work and work tasks

Continuous assessment: The performance result is judged by the results of the own learning transfer (controlling process for a main topic): Development of a course-relevant topic

Quality criteria:

Quality and proof of theory-based approach

Integration of the procedure into a controlling cycle (target/effect-oriented procedure)

Transparency and focus of topic setting (probability of implementation) topic - organizational unit - time frame - competencies and responsibility)

Conduct of negotiations

• History
• Processes
• Psychosocial and psychodynamic influences

Game theory

• General principles
• environmental impact

Conflict management

• Basics
• Emotionality

• Graduates know the phases of the negotiation process and can assign the purpose of the phases.

• Graduates can structure negotiations as a process.

• Graduates are familiar with psychodynamic and psychosocial influences in negotiations and can reflect on these using practical examples.

• Graduates can combine the basics of conflict management with negotiation skills.

• Graduates recognize the connection between process, human factors and objectives in relation to negotiation.

• Graduates use different intervention and negotiation techniques.

Impulse lectures, group discussions, case study work, practical exercises.

Continuous assessment: Immanent assessment of performance during the course through short reflections, group work, distance learning exercises and development of one's own case study.

This is done through short reflections, group work and their presentations as well as the development of an own case study from practice.

The distance learning exercises are designed to ensure that the theoretical basics are acquired outside of classroom time.

Particular emphasis is placed on the ability to link theory and practice.

• Input service design thinking: What is service design/design thinking and other agile methods, switching between result orientation and openness to results, best practice cases (use cases)
• Developing a target into a practical case, result, stakeholders, purpose, success criteria
• Stakeholder analysis and derivation of personas
• Persona work: developing personas for the case, presenting personas, formulating initial core statements, deriving insights
• Input customer journey and touch-point analysis, implementation of practical customer journeys, enthusiasm points versus potential for change, presentations in plenary
• Derive core statements and findings
• Out-of-the-box thinking
• Input: creative work needs a stable framework, explanation of different creation methods
• Creation methods and trial and error
• Classifications for the development of an idea pool
• Input on the subject of presentation
• Argumentation and storytelling
• Presentation of the toolbox, handling of the different workshop designs, formats for the daily implementation in the everyday life of the organization (transfer!)

• Graduates apply Service Design Thinking principles with systemic process know-how and apply Service Design Thinking effectively in their work or organization.

• Graduates use methods of exploration, such as personas, touchpoints, customer journeys, and analyse the initial situation and apply creative instruments of solution development, such as storytelling, reframing or prototyping.

• Graduates lead service design processes.

Concise inputs create an overview and stimulate new thoughts. Specific exercises and ongoing feedback encourage continuous learning. The work on specific use cases creates integration into one's own practice.

Continuous assessment: Carrying out a "Customer Journey" (CJ) in your own area using the tools you have learned. This includes asking the right questions, using the tool correctly and presenting the results. The reflection afterwards should be a structured report, this includes visualization and reflection on the personal experiences with the application of the tools.

If someone does not have the possibility to do a CJ, there is the possibility to do a literature research as compensation. This includes a short summary, possibly a paper on the subject and a personal statement on what has been read. The choice of task has no effect on the final grade.