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Es besteht kein Zwang zum Anschluss an die zentra- len Systeme, allerdings wird fallweise die Bedienung bestimmter techni- scher und organisatorischer Schnittstellen verlangt. Das Identity Managementsystem dient als zentrales De- Provisionierungs- und Authentifizierungssystem und verteilt Stammdaten der Hochschulmitglieder an die angeschlossenen Systeme. Weitere Projekte wie z. Die Organisationsentwicklung erfolgt schritthaltend mit der Entwicklung dieser Projekte. Arndt Bode. Das Amt wurde im Jahr eingerichtet. Der Status der verschiedenen Projekte im Januar wird im Folgen- den kurz beschrieben.
Das Identity Managementsystem ist in einer ersten Version produktiv. Die Versorgung aller Mitarbeitern und Studenten mit Kennungen ist auto- matisiert. Die Re- zentralisierung bestehender dezentraler eMailsysteme wurde begonnen. Im zentralen Web- portal werden Schnittstellen zur Selbstbedienung im Identity Management- system geschaffen. Dazu wird ein zentraler Service Desk aufgebaut. Es wurde mit Bedacht keine neue organisatorische Einheit geschaffen. Die angemessene Kommunikation mit den Mitgliedern der Hochschule stellt dabei eine besondere Herausforderung dar.
Zur Um- setzung der Strategie wurden eine Reihe organisatorischer Anpassungen begonnen und eine Vielzahl aufeinander abgestimmter Projekte aufgesetzt. Allen Projekten gemeinsam ist, dass sie entweder bestehende Dienste ver- einheitlichen und rezentralisieren oder bei neuen Diensten von vornherein zentral aufgesetzt werden. Der derzeitige Stand der Projekte ist sehr Erfolg versprechend. Literaturangaben Bode, A. In: Jan v. Knop, Hrsg. Heute schon das Morgen sehen, Proceedings der P, Bonn, - [Bod05] Borgeest, R. In: Tiia Lillemaa Hrsg. In: Proceedings der 4.
MIRO setzt auf einem dreischichtigen Architekturmodell auf. Die Basis bildet dabei die Datenhaltungsschicht. Das Ziel ist die Realisierung neuer organisato- rischer und informationstechnischer Dienste: die zentrale Authentifizierung im Sinne eines Single Sign-On, eine flexible Autorisierung, die gezielte und hochaktuelle Verteilung von Information sowie die differenzierte Per- sonalisierung der Dienstleistungen. Hier geht es u. Der strukturierten und gezielten Bereitstellung digitaler Informationen kommt dabei eine zentrale Rolle zu als wesentliche Infrastrukturaufgabe.
Hinzu treten u. Von dort aus werden verschie- dene Interfaces provisioniert bzw. Daten in die verschiedenen Zielsysteme gegeben. Arbeitsprogramm AP 9 befasst sich mit Auskunfts- und Kollaborations- diensten. Dieses Ziel kann insbesondere durch die Verbreitung guter Beispiele erreicht wer- den — ein Prozess, der einen gewissen Zeitrahmen in Anspruch nimmt. Strategisches Positionspapier. Bonn Deutsche Forschungsgemeinschaft : Aktuelle Anforderungen der wissenschaftlichen Informationsversorgung.
Plenums vom Hochschulrektorenkonferenz : Zur Neuausrichtung des Informations- und Publikationssystems der deutschen Hochschulen. Empfehlungen des Wissenschaftsrat : Empfehlungen zur digitalen Informationsversor- gung durch Hochschulbibliotheken. Greifswald Der Prozess der. Integration ist noch nicht abgeschlossen. Das betrifft sowohl die strategi- sche und Management-Ebene wie auch die operativen Prozesse und die Entwicklung einer konsequenten Serviceorientierung. Das Oldenburger Modell eines integrierten Informationsmanagements geht dabei von den bestehenden Dienstleistungen aus, die zu einem am Bedarf der Nutzer abgestimmten Dienstleistungskonzept weiter zu entwi- ckeln sind.
Hieraus wurden eine Organisationsstruktur und ein Leitungs- konzept abgeleitet, die in einem Organisationsentwicklungsprozess unter intensiver Beteiligung des Personals umgesetzt und mit externer Begleitung evaluiert wurden. Darin enthalten sind auch eine Reihe von Aus- sagen, die das Informations- und IT-Management mittelbar oder unmittel- bar betreffen, wie insbesondere — die starke Dienstleistungs- und Beratungsorientierung, — die konsequente Nutzung von IuK-Technologien — der Ausbau innovativer Lehrformen und — der Einsatz eines professionellen Projekt- und Prozessmanagements.
IP als dem einheitlichen, zentral betreuten Lernmanagementsys- tem vorbereitet. Insbe- sondere mit Projektgruppen und einer intensiven internen und externen Kommunikation wurde der Prozess begleitet. Schwerpunkt der Organisationsentwicklung ist zzt. Abschnitt 5. Daneben wurde ein integrierter Info-Help-Desk geplant, der zum Sommersemester seinen Betrieb aufnehmen wird. Der Aufbau eines professionellen Identity Managements erfolgte in ei- nem relativ kurzen Planungs-, Auswahl-, Beschaffungs- und Implementie- rungsprozess.
Mit dem Identity Management erfolgt die Synchronisation der Nutzerver- waltungsdaten aller relevanten Softwaresysteme. Der Produktivbetrieb wird im Sommer aufgenommen. IP, Noteneingabe, Schnittstelle zwischen Stud. Diese genannten Anwendungen sind bereits oder werden noch in das Portal aufgenommen. Konzeptionelle und operative Ar- beiten mussten deshalb parallel vorangetrieben werden. Aus einem umfassenden Medienkompetenzprofil sind zielgruppenspezi- fische Qualifizierungskonzepte mit unterschiedlichen Angebotsformen entwickelt worden. Im Rahmen des sog. Im Projektverlauf wurde deutlich, dass es nicht ausreichend ist, die In- formations- und Beratungsdienste isoliert zu betrachten und zu gestalten.
Die umgebenden Nutzungssituationen, wie z. Entscheidungs- und Verantwortungsstrukturen Mit der Errichtung der neuen Einrichtung zum 1. In Pro- jektgruppen waren und sind die Nutzer ebenfalls beteiligt. Daher musste eine Priorisierung der zu einem Konzept zu entwickeln- den Dienstleistungen vorgenommen werden. DINI-Jahrestagung "www. September September , Berlin.
Zusammenfassung Techniken und Methoden der Informationstechnologie haben bereits heute einen Reifegrad erreicht, der ihren produktiven Einsatz in allen Be- reichen der Hochschule nahe legt. Wurden in der Vergangenheit die be- trachteten Anwendungsszenarien z. Mit ca.
Mit Beschluss des Senats vom Die technologische Basis der vernetzten Umgebungen ist also weitgehend identisch; deswegen kann sie auch gemeinsam effizient betrieben werden. Aufgrund zunehmender Konvergenz der in den unterschiedlichen Servi- cebereichen eingesetzten technischen Systeme und verwendeten Methoden, sowie aufgrund besonderer Eignung z. Warum eine neue Einrichtung? Die einzelnen Dienste werden je nach Anforderungen von einer oder mehreren Abteilungen gemeinsam erbracht. Damit wird die Diensteorientie- rung der neuen Einrichtung unmittelbar sichtbar.
Die Innensicht Abb. Keil-Slawik entwickelt wurde. Zur konkreten Umsetzung des Schichtenmodelles wurden verschiedene Teilaspekte der Diensteinfrastruktur im Rahmen von abgrenzbaren Projek- ten bearbeitet. Anfallende Arbeiten — Wartungsarbeiten und Regiearbeiten — wurden extern vergeben. Gerade auch im Hinblick auf die bevorstehende Umstellung der Sprachkommunikation auf VoIP- Technik ist die neue Diensteinfrastruktur und Serviceorganisation zu- kunftsweisend, weil durch diese technische Umstellung ohnehin eine un- trennbare Verzahnung von Telefon- und Datennetz erfolgen wird.
Deren interne Struktur orientiert sich aber nicht mehr an den vier Einrichtungen, aus denen die Abteilung her- vorging, sondern an der optimalen Anpassung von Diensteinfrastruktur und Serviceorganisation an die Erfordernisse der zu erbringenden Dienstleis- tungen Abb. Dies ist insbesondere mit Blick auf eine Vermarktung von Lehrmodulen im Rahmen eines Weiterbildungsangebotes unabdingbar.
Im technischen Bereich steht der weitere Ausbau des Hochschul- diensteportals und somit die Schaffung und Integration weiterer Online- Studierendenservices im Vordergrund. In: Advances in library administration and organization 14 , S. In: von Knop, Jan [Hrsg. Proceedings der DFN Ar-. In: Lillemaa, Tiia [Hrsg. Bonn Butler, Meredith A. In: Hanson, Terry [Hrsg. London: Facet Pub- lishing, S. Col- laborative relationship between libraries and computing centers. In: Journal of library administration 19, S.
In: Library Hi Tech 3 24, S. In: Bibliothek. Forschung und Praxis 3 29, S. London: Facet Publishing, S. Reflections on convergence in United Kingdom universities. In: Ariadne 17 A work in progress. Are you ready? Gaughan, Thomas B. In: American Libraries 21 , S. Gab- ler: Wiesbaden Hanson, Terry [Hrsg. Libraries and computer centers in academic institutions. Chicago [u. Hawkins, Brian L. A dialogue. An administrative planning and implementation guide for information re- sources. DFG- Projektvorschlag vom In: Illinois libraries Spring 79 , S. Hochschulverband 06, S. In: Lil- lemaa, Tiia [Hrsg.
In: Faculty Forum. Computing and library professionals. Libraries and computer centers. In: Library Issues 6 14, S. A progress report. In: Educause Quarterly 4 , S. University College Wor- cester. Nine challenges. Benefits from integration of libraries and computing. University of Massachusetts Dartmouth : Standard 7 — Library and information resources. In: Journal of library administration 4 9, S.
Recent research developments in learning technologies. Vortrag auf der Educa Online Berlin. Blotevogel uni-due. Hartenstein rz. Klapper Uni-Bielefeld. Koke gwdg. Maurer rz. In each case the contributions are demonstrat- ing different patterns of organisation and services, various starting points and ap- proaches and altogether a broad diversity of successful activities and ongoing prob- lems, which characterize the present developments of the service and support or- ganisation in German universities.
As well it becomes evident, that the mostly quite traditional support structures of German universities are in motion. To pre- sent these developments also to an international public every contribution is trans- lated in English. From that there can be reviewed a more considerable and longer period of experiences and developments. If these chances could be stimulated by the volume published now, the further developments of the activities and structures to provide German universities with information, communication and media services would be heavily benefited by this.
We have to thank a number of people, who have been involved in the success- ful process to publish this volume. First of all we thank the authors for their contri- butions, which were written and submitted under the quite eventful circumstances of the everyday business. The electronic version of this volume is available as an open-access-publication under www. Introduction and survey of the current developments The establishment of an information and communications centre in Berlin-Adlershof Towards the Digital University. Selected Bibliography Can we take a collective approach to this ques- tion or should we confine the assessment to individual universities and their local circumstances?
The German Research Foundation Deutsche For- schungsgemeinschaft promotes projects which aim to improve scientific and technical research facilities. Universities increasingly require certain services to have very high availability. The synergies and cross-dependencies of academic and administrative computing are not to be underestimated. More particularly purpose was to adopt structures for the strategic planning concerning the developments in areas such as e-learning, institutional information systems and access to online information resources.
Twenty years of convergence in the United Kingdom have shown that convergence can be described by reference to a simple classification see Managing Academic Support Services in Universities, ed. Common reporting line for the heads of library services and of computing services, and perhaps others; otherwise separate services, with or without good co- operation between the heads.
A senior post of director or dean or pro-vice-chancellor of information services exercises active co- ordination; considerable autonomy is given to each area within an agreed strategic framework with significant levels of interde- pendence and co-operation; there is perhaps limited integration at service level. Like Model 2 but with signifi- cant levels of service integration perhaps to the point where roles and titles have been redefined.
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However, there is no standard model that can be applied to universities of a particular size or type. We had the opportunity to explore several practical examples and discuss the pros and cons of different models of information infrastructure. Special thanks go to all the colleagues who organized the meetings for all their hard work. Many thanks to the authors and to the editors of this book.
They present the re- sults of our workshops according to the situation in Germany. The case studies give an impression of the diversity of convergence models in our country. Introduction and survey of the current developments Andreas Degkwitz, Peter Schirmbacher. Abstract The present introduction to information management at German univer- sities examines the general background and development goals as well as the opportunities and risks facing models and projects operating in this field.
It presents the results of a two-to-three-year practical test phase. In the early days, the con- cept of information management definitely not a central issue. The main concern at the time was to define tasks, delimit responsibility and perhaps even to discuss the question of service quality too. University manage- ments, departments and central institutions ought to prepare a university development plan for the areas of information, communication and multi- media. In this way, the DINI is challenging university managements to attach far greater importance to the management of information than they did in the past and, at the same time, to establish a platform within DINI for ex- changing various approaches with the aim of realising this goal.
There are many different definitions of information management. If one regards the universities from the standpoint of information management, one can formulate five basic 4 categories : — the relationship between data, information and knowledge — creating, storing, making available and archiving information — controlling and securing the information process — the strategic, tactical and operative management of information — the design of communications process. The aim must be consciously to flesh-out these categories at universities and to develop models that can provide an efficient supply of information for research, teaching, studying and administration.
Development goals and opportunities The overall development goals include focusing more attention on ser- vices and demand as well as optimising costs and enhancing the efficiency of the university information infrastructure. This also means employing management tools that offer more transparent service portfolios and im- prove the cost-benefit ratio of the services supplied.
In practice, this raises the question of service-related development goals. In other words: Which service environments should we be striving for in our short and medium- term demand scenarios? When they use services, users are neither interested in the organisational problems nor with technical issues involved: they merely want to access the services they need in order to perform a specific task. We can expect a dramatic in- crease in the use of mobile access scenarios from a variety of termi- nals.
In this case, campus users working with installed desktop com- puters will no longer constitute the primary access scenario they may even be the exception , but merely one among many. In order to meet the anticipated demand, a number of precautionary measures will have to be taken to protect identities, privacy and roaming and to provide security. It is of no concern here whether such informa- tion is available temporarily or permanently. The main aim must be to develop personalisable portal applications that satisfy the informa- tion and communications requirements of different users and target groups in their various work situations.
Organisational development goals are closely linked to the service de- velopments. What kind of service organisation do the en- visaged service environments require? If attention is devoted to providing workflow support in the areas of research, teaching, studies and administra- tion, the allocation of services to the individual institutions will be rele- gated the background. Of greater importance here is the implementation of networked functional areas that directly interact and thus secure the antici- pated demanded service environments.
From the formerly central tasks of the structural areas library, media and computer centre, administration data processing , the spectrum of functions has now shifted to include interdis- ciplinary inter-institutional tasks: the development fields of e-learning, e- science and e-government being the prime examples here.
New areas of responsibility are emerging that extend beyond the interfaces of the various core tasks. The traditional hierarchical organisation structure is giving way to matrix- like structures that have to be adapted to changing requirements and new 6 demand scenarios. Adaptability and flexibility will be the most important success factors here. At the same time, strategic development goals and targets are essential that delineate the overall conditions and development focal points. The customer relationship will play an increasingly significant role not only in the desired workflow orientation of the service portfolios but also in the integration of mobile user scenarios.
In a situation in which users feel exposed to an almost bewildering diversity of new offers, customer services and securing customer loyalty are becoming more and more important. Since it is impossible to present new technologies to an infinite number of user and target groups, communication with customers must be firmly sup- ported by a broad spectrum of consultation and support services, whilst customer relations and care must be positioned as the values of a service culture. Such things cannot be guaranteed by organisational transparency and technical functionality alone.
Against the background of the developments in the areas of service and organisation outlined above and the parallel trend towards fewer employees and material resources, the question arises as to what extent it will be pos- sible to ensure the operation of systems for basic and routine services with capacities that will one day be available almost exclusively at a local level.
In all likelihood, there will be an increasingly pronounced trend to- wards networked forms of co-operation resource sharing that link local centres and explicitly include out-tasking and out-sourcing options. These developments will by accompanied by the increasing standardisation of basic and routine services and the technical platforms on which they are based. And they, in turn, will require standard and widely used tools local solutions. Independent local developments will only become exemplary or. The situation is very differ- ent with interdisciplinary and subject-related applications.
A very important area for development will certainly lie in the technical support of work- flow-based processes. At present, such support is primarily available for application environments, which are still very heterogeneous. General remarks on the current state of affairs In principle, it can be stated that all the measures and projects executed in the area of integrated forms of information management focus on opti- mising central service portfolios.
At the same time, all the most recent ex- amples suggest that cost efficiency is the basic motivating force. Differ- ences may be identified in the main lines of approach and, above all, in the varying local circumstances that largely determine the desired processes of change. In other words, all development projects originate in structures that have existed for many years, are fre- quently encrusted, and with their existing staff, or at least with their stag- nating physical resources need to be transformed or shaken up.
On closer examination, however, it is evident that the focal points of the two approaches are reciprocally related to one another and rooted in a distinct value-added context allowing them to achieve the prime goal of significantly improving central services. Further technologi- cal developments and the resulting services necessitate new forms of work and organisation which are, in turn, the prerequisites for achieving the technical and services-related development objectives.
The question of which man- agement model each location prefers will depend to a great degree on local conditions. Against this background, one particular question, which is actually of secondary importance, is continually raised here: Is it better to incorporate the library into the computer centre or the computer centre into the library? The work and functional areas of both structural areas must be integrated, but not at the expense of the one or the other.
Furthermore, the answer to question, namely: is integration the royal road to success or simply a dead- end? Even if this question is only directed at the form of management, it still sidesteps the central goal, which is, above all, to im- prove services successfully and create the necessary managerial precondi- tions essential to achieve it. Under certain circumstances, these two aspects 7 can differ considerably, especially at the local level. Differences, where they do exist, are most likely to appear in relation to the decision-making process and its sustained success.
Considered alone, neither model is better than the other. Hence, the debate is more symptomatic of the fears arising in con- nection with inevitable changes than it is conducive to confronting these fears productively and attaining the desired goal. Although most of the current projects are based on a co-operative man- agement approach, this does mean that this approach is the more viable. It is, first and foremost, more familiar than the consistent CIO model, and does not therefore represent such a radical break with the existing structure.
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In either case, a team approach is necessary. Both forms require a great degree of flexibility. One must nevertheless take into consideration the fact that a making clear distinction between the strategic and operational levels can prove essential if processes of change — once initiated — are to be sustained. Successful management presupposes the creation of a service culture that not only accompanies changes and but also helps to shape our work and communications culture.
This aspect is frequently overlooked in the face of all the organisational and technical challenges — usually to the det- riment of the project at hand. For in order to overcome the differences in various work and communications cultures in the structural areas involved, a shared service culture is absolutely necessary.
It also serves as a trade- mark of the integrated service structure. Generally speaking, an increasingly dynamic trend towards services in- tegration may be witnessed at all German universities. In fact, there is no academic institution where related plans and implementation concepts are not being debated. In this regard, it is worth examining the situation in Great Britain, where the discussion on integrating service port- folios and convergence in structural areas started. It was also there that the people began launching the first projects in the mids.
A book recently 8 published by Terry Hanson contains sixteen practical reports on the ex- periences of twelve integrated institutions, of which two are no longer inte-. In Great Britain, the number of institutions that have converged is rela- tively high: in almost 50 per cent of English colleges and universities, the libraries, media and computer centres as well as administrative data proc- essing must be considered integrated or converged.
In all cases, however, the existing structures and the allocation of the institutions reveal a high 9 degree of differentiation directly related to local conditions. Hence, the progress reports compiled by Hanson cannot be considered representative, even though they are very instructive with respect to the different back- grounds, motivations, opportunities and risks associated with the conver- gence process. Also remarkable is the fact that in the United States, with the exception of a number of art colleges Oberlin Group , integration models seem to be few and far between.
Nevertheless, the informa- tion commons movement in the United States deserves special mention here since it quite clearly pursues a service integration approach and has a very similar goal to information management when it comes to developing 12 services. Problems and risks The risks attending the desired changes are primarily due to the lack of both flexibility and IT governance.
Furthermore, it does not adequately support the much-needed changes. This applies not only to changes in infor- mation infrastructures, but also to other areas, as the implementation of the 13 Bologna process shows. This is one major difference between German universities and their US and British counterparts. The reluctance to accept an effective and efficient information infra- structure as an economic and competitive advantage not only means that the pressure of rising costs and the concomitant savings is transferred to central structural areas of the information infrastructure and the administra- tion to a disproportionately high degree.
The scepticism towards this type of an infrastructure can also an underestimation of the need for a strategi- cally oriented information infrastructure and it receiving only limited sup- port from university managements. The lack of IT governance described above must therefore be considered a far more serious problem than the shortage of financial resources, since it provides an inadequate basis for. Here, too, the Anglo-American universities are way ahead of their German counterparts. The Bologna processes are a very instructive in this respect, too.
Finally, the self-conception of the staff in certain areas of the informa- tion infrastructure libraries, media and computer centres, administration data processing is largely shaped by the great emphasis placed on task- oriented work and far less by processes and workflows. As a result, ser- vices and service portfolios reveal a relatively low demand orientation.
The reason for this is to be sought, not least, in the high degree of staff speciali- sation in areas that are sometimes very narrowly defined. At the same time, work in structural areas often represents a response to a scientific challenge to focus more on the local developments of a specific department than on solutions and standards that apply to a many different areas. Such an ap- proach hinders the flexible employment of competent staff and poses risks that are not to be underestimated.
One striking indication of this is the fact that subject specialisation is generally far more pronounced even in the first and second levels of management than in the fields of managerial compe- tence. The situation outlined above can end up perpetuating local and indi- vidual developments, certain forms of work and special local paths that neither respond to technological developments and nor find acceptance among users. The above-mentioned risk factors are largely a product of structures and conditions that have existed in Germany for several decades now and have become firmly rooted in the self-conceptions of participants and areas, us- ers and target groups.
This is true not only of the information infrastructure. The distinct and persistent tendency of university administrations to act like public authori- ties also deserves special mention here. As indicated in section 2, it is no easy task to open up and re-orient structures with actors subject to the kind of influences already described, although it is by no means impossible and can succeed given the common will, courage and determination to do so.
The examples in this volume clearly show a distinct and dynamic shift to- wards integrated information management. Summary and prospects It is surely premature to make an accurate assessment of the success and sustainability of the current projects. The results of a two-to-three-year phase that focused on elaborating planning concepts and implementing the first measures shows that a considerable degree of optimisation had been achieved.
At the same time, however, problems and risks have been identi- fied that could still jeopardise implementation in future. Ultimately, it is less a question of finding the right organisa- tional structures than of optimising services. This does not mean, however, that organisational and structural issues should not be disregarded in future, but that they should be continually re-examined and addressed to take into account new requirements in the areas of information, communication and media supplies.
The development of e-learning and e-science and the tradi- tional organisation of research and teaching will need to be networked to create workflow-oriented structures as virtual work forms increasingly come to prevail in research, teaching, and long-distance collaboration. Such changes will inevitably affect the management and profiles of information, communication and media supplies too.
Hence, the management and or- ganisation of university information structures will continue to be play an important role. The incipient process of services integration at German universities is now developing dynamically and in a variety of directions. At the end of each project phase, the results have to be re- evaluated. Thanks to these efforts, interdisciplinary forums for co-operative develop- ment and information transfers are being made available to deal both with general questions of information management and with more specific ones relating to individual areas.
As a result, DINI is performing a catalytic role in an ongoing process of change. The present publication is a good example of this. By and large, the contributions provide an exemplary view of the present state of service integration at German universities. In this respect, the current publication is representative of the on-going debate taking place at German universities.
It is surely premature to make an accurate assessment of the success and sustainability of the current projects. The results of a two-to-three-year phase that focused on elaborating planning concepts and implementing the first measures showed that a considerable degree of optimisation had been achieved. At the same time, however, problems and risks were identified that could still jeopardise implementation in future. It was quite evident that the individual projects were implemented in a manner that was largely adapted to the o. Ultimately, it is less a question of organisational struc- tures than of optimising services.
That said, however, organisational and structural issues should not be disregarded in future, but continually re- examined and addressed to take into account new requirements in regard to o. This transformation will inevitably affect the management and profiles of information, commu- nication and media supplies too. Auflage Jungnickel, D.
BI-Wissenschaftsverlag Mannheim u. Spektrum Akademischer Verlag aktuelle wissenschaftliche Artikel Die speziellen Anforderungen von Data Warehouses, wie z. Auflage; dpunkt Verlag; Heidelberg; Cordts, S. Novak Im Zentrum dieser Veranstaltung stehen die Kernthemen betrieblicher Modellierung moderner Unternehmen und Organisationen: betriebliches Prozessmanagement und seine kennzahlenbasierte Steuerung.
Key Performance Indicators. Novak, siehe oben oder Variante II Prof. Strauch, siehe unten belegt werden. Die Belegung beider Varianten ist z. Literaturauswahl wird in der Vorlesung bekannt gegeben. Literaturauswahl Klimmer, M. Verlag nwb, Gadatsch, A. Literaturauswahl Literatur und Zusatz-Material wird in der Veranstaltung bekanntgegeben.
Mathematische Beweismethoden direkter Beweis Kontraposition, indirekter Beweis mathematische Induktion 4.
Aigner: Diskrete Mathematik. Vieweg E. Cramer, J. Springer P. Vieweg 3. Auflage C. Meinel, M. Mundhenk: Mathematische Grundlagen der Informatik. Teubner 4. Nehrlich: Diskrete Mathematik. Fachbuchverlag Leipzig H. Schichl, R. Springer M. Teschl, S. Band 1. Springer 3. Scheffler Ziel dieses Kurses ist die Vermittlung wichtiger mathematischen Grundlagen der Wirtschaftsinformatik. Modellierung wirtschaftlicher Probleme Literaturauswahl M. Vieweg A. Beutelspacher: Lineare Algebra. Vieweg 2. Auflage G.
Farin, D. Hansford: Lineare Algebra: Ein geometrischer Zugang. Springer G. Fischer: Lineare Algebra. Springer 9. Neue Wirtschafts-Briefe Herne Deskriptive Statistik 1. Grundbegriffe 1. Spezielle diskrete Verteilungen 3. Spezielle stetige Verteilungen 4. Stichproben 5. Projekt mit SPSS Auflage Schlittgen, R. Analysemethoden 1. Prognosemethoden 2. Auflage Flieger, A. A Missong, M. Oldenbourg Verlag, 1. Auflage Weber, K. Hier sollen Sie zeigen, dass Sie mit Ihren sicher gut organisierten! Ludwigshafen Kiehl Haas, P. Pepels Hrsg. Dies beinhaltet drei weitere Qualifikationsziele: Das Denken in Zielgruppen: Marketing richtet sich in aller Regel nicht an alle, sondern an bestimmte Zielgruppen.
Den Studierenden wird die Notwendigkeit zum sich Hinein-denken in die jeweiligen Zielgruppen vermittelt, was sicherlich der schwierigste part im Marketing ist. Diese Wettbe-werbsvorteile sind fast immer eine reine Marketingleistung. Hierbei wird auf folgende Themen eingegangen: Ausserbetriebliche und Innerbetriebliche Informationssysteme, z.
Wirtschaftsinformatik 1: Grundlagen betrieblicher Informationsverarbeitung 9. Wilde b Prof. Im Vorlesungsteil a , also ca. Informationen zur Recherche auch betr. Literaturauswahl: Bleicher, U. IV Auflage, Springer Picot, A. Auflage, Gabler, Applegate, L. Springer, Keller, W.
Im praktischen Teil wird die Planung und Gestaltung von Wissensmanagementsystemen mit Hilfe geeigneter Software auf der Basis einer Fallstudie bearbeitet. Berlin Lehner, F. Sebert Frau E. Medieneinsatz 5. Die Termine im Einzelnen: 1. Kooperation, Zusammenarbeit und Spielregeln beim Teamwork gestalten 3. Zeit- und Selbstmanagement 4. Verhandeln 5. Konfliktmanagement Visualisierung versus Layoutgestaltung 2. Layout von Dokumenten 2. Visualisierung raum- und zeitbezogener Daten 3. Die Aufgabenstellungen sollen sowohl Aspekte der Wirtschaft als auch solche der Wirtschaftsinformatik beinhalten und wirtschaftliche Problemstellungen mit Methoden, Werkzeugen bzw.
The requirements and changes of the global labour market are reflected by the structure of our course, an 8-semester bachelor degree course, with the final award of Bachelor of Arts. This change was long due, as graduates of an international degree course should have an internationally recognised award. We lay special emphasis on a thorough training in business management and languages, and this includes the development of cross-cultural and social competence. Apart from global aspects, we focus particularly on the Baltic Sea region.
Students will become familiar with the countries bordering on the Baltic Sea and their peculiarities. Naturally this involves studying one or more languages from this region and improving students' proficiency in English. Business English is compulsory. Students from abroad learn German as a foreign language. The structure of the programme is as follows: - Fundamentals: 1st to 3rd semesters - Specialisation: 4th to 6th semesters - Internship: 7th semester - Bachelor thesis: 8th semester The theoretical knowledge gained in the classroom is deepened by study trips inside and outside Germany as well as by guest lectures of business specialists, the mandatory week internship, and the organization of special events such as our annual international conference.
One semester abroad is mandatory either as an academic semester or as an internship , and we have a number of double-degree programmes with international partner universities. Final year students write a dissertation on international topics, which prepares them for an international career with excellent prospects on the labour market. The final award of B. Risk Mgt. The board of examiners will decide about the permission upon the request of the student. Noack Prof. Therefore this lecture will take place in the summer semester !
This course is designed to give students a comprehensive overview of the subject and serve as a solid foundation for their further studies. In particular, it provides a conceptual framework for orientation, introduces the main concepts and principles of international business, discusses the major areas of further study, offers high practical relevance, and ensures that the international context is integrated from the beginning.
Students have the opportunity to acquire a thorough grasp of the basic concepts and principles of international business. They must realize, however, that the challenges involved in studying a new subject in a foreign language are substantial. Course Outline 1. Introduction 1. Basic concepts 1. Measuring economic performance 1. Markets and competition 1. Globalization 2. The International Environment 2. Economics 2. Finance 2. Politics 2. Culture 3. Structural aspects 3. Legal aspects and ownership 3. Cooperation, joint ventures, mergers 3.
Location 4. Organization and management 4. Aspects of organization 4. Management 4. Leadership 5. Human Resource Management 5. Employees and motivation 5. Motivation techniques 5. Main HRM functions Production and Sourcing 6. The conversion process 6. Research and development 6. Production planning and control 7. Marketing 7.
Core concepts 7.
Teaching – knowledge base
Strategic marketing 7. Operational marketing 8. Accounting 8. The accounting process 8. The balance sheet 8. The income statement 8. Ratio analysis 9. Finance and Investment 9. Credit and credit management 9. Financial management 9. Short-term financing 9. Equity financing 9. Long-term financing Literature Griffin, R. Pride, W. M, Hughes, R. Objectives The goal of the course is the students are to understand the scope and function of organisational approaches of different organisations. They study the development of organisational structures over time and their dependence on the change of internal and external conditions.
Special attention is given to national varieties of organisational theory and practice. Applying knowledge and understanding All theory acquired has to be applied to develop and analysing organisations with a focus to their impact to the development of the company. Making judgements The discussion of different organisational structures in assessing the consequences for the company employers, employees, strategy, internationalisation etc.
Communication Results obtained are discussed in class and are carried out in connection with groupexercises and a presentation afterwards. Learning skills The work carried out in this module prepares students for the more far-ranging and complex discussion of organisational issues in business firms and encourages them to individually pursue further analysis of organisations with a global focus.
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Gerry Johnson, Prof. Kevan Scholes Rothlauf Contents Part I Basics of intercultural management Culture and its dimensions in intercultural management Economic effects of culturally-conditioned moral concepts - Christianity - Islam - Shintoism - Hinduism - Buddhism - Confucianism Aspects of intercultural behaviour Part II Interpersonal and intercultural communication Motivation in the intercultural context Organisational cultures Intercultural management training Intercultural leadership of enterprises - regional differences between: - Eastern - Europe - EU countries - Japan - China - Arabic states - America Case studies Literature: Bono, S.
International Management: Managing across borders and cultures, 4th ed. New Jersey, Rothlauf, J. Interkulturelles Management, 4. Sulk LA Contents Analysing a single statistical variable Aims and methods of descriptive statistics Empirical distributions Measures of central tendency Measures of variability Concentration Analysing the interdependency of two statistical variables Variables shall be interpreted simultaneously. In this focus of interest is the question, whether or not dependencies between variables can be identified and what type they are.
Two types of dependencies may occur: mutual dependence interaction or oneside dependence cause-effect relationship. Multidimensional data Correlation Regression The student is able to describe and interpret the data for a given observed situation with the help of measuring the statistical empirical distribution, statistical concentration and statistical interdependency using EXCEL or SPSS.
He is also able to formulate a statistical hypothesis and test it using SPSS. Literature: W. Anderson and Jeremy D. Finn, New York, NY [u. Fanning Contents and objectives The classes in Business English are to develop the students ability to effectively communicate in situations typical of doing international business and in.
Special emphasis is laid on creating a broad vocabulary relevant for the business world. All areas of language proficiency, i. Objectives Knowledge and understanding: On the basis of textbooks for undergraduate students, and supported by additional material on current issues newspaper articles, TV new programmes students acquire the essential knowledge about the interplay of economic actors on national and international levels and on policies directed at guiding and supporting markets. Communication: The issues analysed by students have to be presented in class and theoretically substantiated.
Learning skills: Through guided and assessed analysis of current issues, students are prepared for a more independent study of such issues. International Edition. On the other hand, they understand what every audience needs to be persuaded. Applying knowledge and understanding Students practice all rules taught and prove their understanding in application tasks. Making judgements Students learn to analyse situations and choose rhetoric and linguistic tools appropriately Communication Results obtained are discussed in class.
The exam for part II is an academic Literature 1. Bolton Institute. Learning Support Services. Communication Skills Unit. Tarcher, Inc. Solving Problems and Selling Ideas with Pictures. A Course for Nonnative Speakers of English. Ann Arbor The New Technology of Achievement.
How to design and deliver successful business presentations. McGraw-Hill : New York etc. Meyer-Fujara Contents: Linear algebra, esp. Modelling production processes, restrictions, market shares and equilibrium, Markov process. Applying knowledge and understanding The theoretical knowledge in Basic Mathematics acquired is applied to business problems such as production, market development, profit optimisation Making judgements Correctness of mathematical problem description and system solvability must be judged; simple descriptions must be derived.
Communication: Results obtained are presented and discussed in class. Learning skills: The work carried out in this module prepares students for formal treatment of economic problems in their further studies and in their job. It encourages them to individually pursue further mathematical analysis of economic situations. The students are able to describe and interpret the data for a given situation and to derive consequences for necessary resources and optimisation.
They know the limitation of learnt methods and can appreciate the contribution of others. National symbols and their meaning - Aspects of national cultures Art, literature and music - National cuisines - Political systems - Education systems - Economic geography and important firms - Travelling and transport systems Demography - Ethnic minorities Objectives: Knowledge and Understanding Students are provided with a broad understanding of with the political and economic history of the region and its interplay with the current trends of development of the Baltic Sea region as a whole as well as with the peculiarities of the individual countries.
In the second part of the module, chosen aspects e. All students specialise in one country of their choice from their target region. Applying knowledge and understanding Students apply the knowledge of the overall framework in dealing with individual topics. Making judgements Students are encouraged to compare the situation in the different countries of the target region. Communication Students have to present the results of their work in oral group presentations and readers to support them.
Learning skills The module lays the foundation knowledge necessary for a profound country comparison in other modules e. Literature: As the classes rely heavily on recent sources, a reader is provided at the beginning of the semester. Internet news sources; Literature for special presentations recommended depending on topics dealt with. Mertens Contents Basics of Personnel Management Personnel planning as the framework and starting point of personnel management Manpower requirements planning Personnel recruitment and selection of personnel Personnel appraisal Personnel placement and work structuring Personnel remuneration, certificate of success and social benefits Personnel development Personnel controlling Personnel administration Staff reduction und personnel exemption personnel layoff Literature Jung, H.
Auflage, Ludwigshafen, Weuster, A. Auflage, Stuttgart, Mertens, R. E; Schuler, R. The whole program is divided into five parts. These include an introduction which consists of the theory , workshops, presen-tations, participating in a real project and conclusion in the form of lessons learned.
Applying knowledge and understanding The main objective of this course is to understand and to be able to apply the basic terms of Project Management such as what is management and a project, how to plan a project etc. Finally the students have to be able to use the knowledge in concrete projects Making judgements The planning and realization of the project is delegated to the students which requires the development of the ability of decision making Communication The communication skills are required in order I.
N Prof. Sievers is in the parental leave. Therefore this lecture will take place in the summer semester Generalities 1. Legal subjects 3. Introduction to the law of obligations 4. N Contents 1. Repetition 1. Introduction to the Law of obligation 2. Basics of the Law of Property Law of Things 4. Scheibel The aim of this lecture-seminar-course is to introduce students to the theory and practice of corporate finance. The students will become familiar with the overall important concept of how to calculate present values and the risk associated with investment decisions.
In addition we look at the capital structure of companies, at the financial planning process and the financial management of enterprises the basis for entrepreneurial success of companies in the Baltic Sea Region as well as in any other region and business. Many companies do not fail of bad products or inefficient marketing but of poor financial management!
After this course the students cannot expect to have the knowledge of a financial manager but they will have acquired a basic understanding of corporate finance which should be helpful for their future occupation. Previous knowledge of finance is not necessary. Nevertheless, students must have knowledge of general economic features, mathematics and accounting. Contents I. Goals and governance of the firm part 1, ch.
Value 2. How to calculate present values part 1, ch. Valuing bonds part 1, ch. The value of common stocks part 1, ch. Net present value and other investment criteria part 1, ch. Making investment decisions with the net present value rule part 1, ch. Risk 7. Introduction to risk and return part 2, ch. Portfolio theory and capital asset pricing model part 2, ch. Risk and the cost of capital part 2, ch. Financing decisions and market efficiency 9.
Ein Überblick über die Grundlagen des Englisch-Lehrens
Efficient markets and behavioural finance part 4, ch. An overview of corporate financing part 4, ch. Payout policy and capital structure Payout policy part 5, ch. Does debt policy matter part 5, ch. How much should a corporation borrow part 5, ch.
Financing and valuation part 5, ch. Financial Planning and Working Capital Management Financial analysis part 9, ch. Financial planning part 9, ch. Working capital Management part 9, ch. Several books deal with these questions. Furthermore: Finance is a topic you also hear and read about in everyday s news to cover up to date aspects you should inform yourself in the financial news of a newspaper, business channel or a corresponding internet source.
Pearson Literature Belobaba, P. Operations Research, Vol. Macmillan, Netessine, S. Talluri, K. Altmann K. Ritthaler Dr. Fechtner S. Mikkanen S. Vogt, S. Lehrkamp C. Danish III: J. Finnish III: S. Norwegian III: C. Polish III: K. Russian III: Dr. Swedish III: G. Making judgments Students learn to understand the interplay of objectives and real framework Communication Results of group work are presented in oral and written form reports, minutes, conference proceedings Learning skills This module prepares students for the organisation of further events. Students learn to interact with other stakeholders in event organisation within their university.
Langguth The series of lectures aims at providing the students with an overview of the scope and theory of marketing as a whole. It lays the foundation for the discussion of specific marketing problems in the Baltic Sea region. A marketing simulation business game goes along with this course. Aaker; V. Kumar; George S. Langguth After an introduction to marketing research students will run a study on a theoretical subject or on an empirical marketing research project.
Students are required to deliver a research paper as result. Introduction to marketing research and case studies Subjects will be introduced with the beginning of semester Literature Marketing research an applied approach, Thomas C. Kinnear, 5 th ed. Scheibel The course deals with theories and techniques that can be applied to companies acting in international business. Macroeconomic theories will supply the frame for understanding international business. Focus will be on practice of international finance, showing how theories and techniques can be adopted to solve problems.
Short exercises will give the opportunity to reinforce the lectures and practice short presentations This course is recommended as the basis for the courses International Risk Management and selected Financial Tools, Capital Markets and Financial Engineering Contents I. The International Financial Environment 1. Multinational Financial Management: An Overview 2. International Flow of Funds 3. International Financial Markets 4.
Exchange Rate Determination 5. Currency Futures and Options II. Exchange Rate Behaviour 6. Government Influence on Exchange Rates 7. International Arbitrage and Interest Rate Parity 8. Relationship between Inflation, Interest Rates, and Exchange rates Literature Because of the wide range of subject matter covered by this course it is almost impossible to find a single book which covers everything. However the theoretical part of the lecture is mainly based on Jeff Madura, International Financial Management.
The other books and actual information add to this according to the different chapters. Scheibel The course is based on the course International Financial Markets and Institutions : Macroeconomic theories will supply the frame for understanding international business. Two short exercises will give the opportunity to reinforce the lectures and practice short presentations an own forecast with a virtual investment and a weekly report Students write and present a coursework on selected international financial questions.
Exchange Rate Risk Management 1. Forecasting Exchange Rates 2. Measuring Exposure to Exchange Rate Fluctuations 3. Managing Transaction Exposure 4. Exchange Rate Risk Management 5. Forecasting Exchange Rates 6. Measuring Exposure to Exchange Rate Fluctuations 7. Managing Transaction Exposure 8. Shorts-Term Asset and Liability Management 9. Financing International Trade Shorts Term Financing International Cash Management Long-Term Asset and Liability Management Direct Foreign Investment Multinational Capital Budgeting Multinational Cost of Capital and Capital Structure Country Risk Analysis Equity Financing Bonds Loans Swaps, Leasing, Others Global Strategic Planning Literature Because of the wide range of subject matter covered by this course it is almost impossible to find a single book which covers everything.
Brealey, Richard A. Noack Part I of International and Baltic Marketing introduces the main concepts and principles of international marketing, shows how international marketing differs from national marketing and gives students first opportunities to communicate marketing topics. The structure of the course is based on the major international marketing decisions: whether to internationalize, which markets to enter, how to enter markets, how to design and implement international marketing programs, and how to coordinate and organize international marketing activities.
Conceptual Overview 1. Standardization vs. Adaptation 1.