Bachelor, Full Time
- Campus Steyr
- Email gsm@fh-steyr.at
- Telephone +43 5 0804 33500
- Download info sheet Contact us
Studienplan
Modules
Professional Competence
| 1. | 2. | 3. | 4. | 5. | 6. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
Marketing 1 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Marketing 1Students know and are able to apply B2B Market research and empirical business research methods as a set of methods and tools to gather and process relevant information. Using realistic case studies, this module focuses on tackling different entrepreneurial research problems using mathematical tools. A problem oriented didactical approach combines theory with the occupational field of the bachelor degree course. Mathematics and Statistics in this sense are aids to dealing with a variety of quantitative questions in economics. Market and Business Intelligence
This course is a B2B focused approach to marketing research. Students will be introduced to several analysis techniques and be enabled to conduct these analyses by themselves. The skills covered in this course are not only applicable to marketing problems but to any type of empirical research problems Main content Role and necessity of Market Research in B2B enterprises The marketing research process, milestones of research projects Marketing problems translated into research questions Secondary and primary research (qualitative and quantitative) major instruments and tools in both approaches Scaling techniques and overview of sampling methods and processes Questionnaires to collect data according to defined research questions Basics of descriptive statistics and multivariate analysis techniques Data analysis using statistical methods, inferential statistics for market research (estimation and testing), correlation analysis Design and execution of a basic survey research project Comprehensive market reserach reports and presentation of data to an audience |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Marketing 2 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Marketing 2Students know about the tactical and operational aspects of B2B Marketing Students get a profound insight into the marketing mix – viewed in the context of a B2B perspective – and its various instruments with respect to their relevance in B2B marketing They get an understanding of innovation processes, branding in B2B, pricing and advantages and disadvantages of sales channels The students have a good knowledge about selected aspects of B2B Marketing communications, especially trade fair marketing and other special relationship oriented marketing tools in B2B like content marketing and digital marketing Instruments of B2B Marketing and Communication
This course is a practical approach to the B2B marketing mix: The product as the central force of business marketing instruments. Decisions about individual product criteria as well as product line and product mix decisions Basic innovation processes and knowing how to apply them Challenges, opportunities and the specific rules of B2B services Principles of branding in business marketing Different methods for pricing products and services Channels of distribution as the firm’s bridge to the market and distinctive advantages of different sales channels Instruments of business marketing communications in a global B2B environment Instruments of digital marketing Recent developments in B2B Marketing Trade Fair Marketing and Industry Backgrounds
Trade fairs as an important marketing tool, which have special value in relationship orientated Business-to-Business settings. Transformation from technical features of products and services to marketing communication |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Business Management 1 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Business Management 1The graduate has a basic understanding of different scientific fields helping him/her to develop a basic understanding of scientific approaches that are helpful in Business Administration. He/she can distinguish different approaches in Psychology explaining individual behaviour, motivation of staff members, group dynamics and conflict behaviour in order to apply this knowledge in leadership and sales situations. The graduate develops a basic understanding of the principles of organisation, organizational structures and traditional and state of the art approaches in organizational sciences. The student reflects his own motivation and personality as an individual and as group member and develops further personality traits and behavioural options. He/she knows about do’s and dont’s in oral and written business communications and rules of good behaviour and is capable of analyzing the development stage of a group and set actions in order to improve group performance Group Dynamics and Basics in Business Behaviour
Students experience the process of group development actively and reflect it critically Students are integrated into small work-groups in order to have a “home-base” for future challenges in their studies Understanding and managing the four phases of group development Understanding of own role and behaviour as a group member Apply contents according to specific requirements of the study programme focus Knows about do’s and don’ts in oral and written business communications and rules of good behaviour Introduction to Organisation
Basics of hierarchical organization (historical roots, current models, latest developments) Management Circle Application of knowledge according to degree programme requirements Case study on basic organizational challenges Psychology
Psychology of Personality & Personality Types (Enneagramm, MacLean, V. Satir) Psychology of Motivation Group Dynamics, Teambuilding and Performance of Teams Managing Conflict Role Theory and Role Models Application of knowledge according to degree programme requirements (especially in sales and leadership situations) |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Business Management 2 |
4 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Business Management 2He/She knows the major approaches in strategic planning (especially the Porter and CANVAS business modelling) and develops a basic understanding of the chance to cope with market challenges by the use of strategic planning methods. Introduction to Strategic Planning
Students learn different strategic tools as a basis for management decision making. Basic models in strategic planning (Porter model, ...) Basic strategic rules (PIMS) Introduction to strategic business units Strategic possibilities for companies in a special situation ABC – SWOT and portfolio analysis Case studies “Applied strategic planning” Connections between strategy, Marketing and Sales Management CANVAS business modeling |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Introduction to Sales and Marketing |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Introduction to Sales and MarketingBusiness-to-Business (B2B) Marketing encompasses those management activities that enable a supplier firm to understand, create, and deliver value to other businesses or institutional customers. Students have a fundamental knowledge of B2B Marketing. They are aware of the importance of customer benefit and can explain a competitive advantage. They are aware of the role of B2B marketing in modern economies. They know basic typologies of B2B marketing. Students are able to explore environmental factors (economic, ecological, cultural, political, and legal factors) that call for adaptation of marketing activities to the needs of business customers The students have a first well-founded understanding of different aspects of sales systems. She/He can distinguish the distinct forms of sales structures, sales forms and sales organizations. The students know and understand the principal aspects and the methodological approach of process management. They can identify, analyze and design different kinds of sales processes and are able to optimize them. The students know the most relevant aspects of sales evaluation and can apply them in different cases. They know the different methods of steering and governing sales forces (e.g. joint visits, reporting). Students understand main elements of a basic sales process. They are able to find out the needs of potential customers (apply the right question technique), deliver the main arguments, handle counterarguments and discuss the prices. Students develop a basic understanding of sales psychology. Introduction to B2B-Marketing
Differences between business markets and consumer markets Assessment of opportunities in business markets The business marketing management process Marketing decisions that lead a company to generate and deliver sustainable value to customers that lead to customer satisfaction and customer loyalty Design of a customer-centric marketing approach that focuses on relationships as opposed to transactions Market segmentation, targeting and positioning to organizations, business units and products or services Marketing processes, with special emphasis to organizational buying processes, roles and behaviour Strategic elements of B2B marketing for various business sectors and segments Introduction to Sales
Introduction into sales psychology How to use sales psychology techniques in simple sales situations Sales process and the main elements Question Techniques (find out the needs) Arguments Counter Arguments Pricing Introduction to Sales Organisation and Processes
Aspects of a sales organization Organizational structure Generalist or specialist sales organization Forms of selling (personal selling, cold calls, telephone selling, electronic selling, …) Sales channels International sales channels – market entry modes Sales processes – process management Different forms of sales processes (selling process, order processing, claim management, 5 core processes of sales) Models of presenting sales processes – Opportunity Management Sales Evaluation: Sales controlling - key figures Motivation and compensation policies Joint visits and critical reflection Reporting |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Elective Course in Sales and Marketing |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Elective Course in Sales and MarketingIn-depth knowledge in the field of sales and marketing depending on the specialisations of the partner university in that field. Students should choose courses contributing to their future working lives. Elective Course in Sales and Marketing
In-depth knowledge in the field of sales and marketing depending on the specialisations of the partner university in that field. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Finance 1 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Finance 1Part1: The students • are able to illustrate the management-process of goal-setting and goal-tracking as well as the mission of controlling • know the basic instruments of financial management • know the structure of a balance sheet and an income statement and are able to illustrate the main positions • understand the system of double entry accounting • know fundamental corporate taxes • are able to generate simple accounting records of current business • know the main tasks within the process of the preparation of balance sheets and income statements • are able to analyze annual reports using financial ratios Part 2: The students • know the basic difference between profitability and liquidity • know the connection between profit and loss accounts, balance sheet and cash-flow statement • are able to explain the interrelation of investment and financing • are able to generate simple financial plans • know basic concepts for improvement of liquidity • understand the time value of money and are able to calculate it • know and are able to use investment appraisals • are able to evaluate investments according to their business attractiveness and the risk involved • know the options of corporate financing • know the basic mechanisms of credit rating (Basel III) • develop a basic understanding for shares and bonds • are able to assess the financial performance of a company using ratios • are able to evaluate the impact of measures to key performance indicators Finance 1
Part 1: Business organizations, stakeholders, goal setting Controlling and financial Management Financial statements (Balance sheet, income statement, statement of cash-flows) National accounting principles (Austrian Law) Transactions and documents System of double entry accounting Preparing a balance-sheet and an income statement Analysis of financial statements by the use of ratios Principles of corporate taxation Part 2: Principles of financial planning the time value of money Capital budgeting - methods Methods using time value of money (Net present value, Internal rate of return, …) Methods not using time value of money Qualitative decision factors Impacts of investments on balance sheet, income statement and cash flow statement Types of corporate financing (shares, bonds, loans, …) Indicators for financial success and capital market orientated funding rules Risk management |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Finance 2 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Finance 2Students • understand the goals and tasks of managerial (cost) accounting • know the basic elements of a cost accounting system • are able to take on responsibility on the basis of cost-information • are able to calculate costs of products and services according to full- and direct-costing • know the system of multi-level-direct costing • are able to evaluate processes from a cost perspective • are able to use cost accounting methods for management decisions • know specific characteristics of cost accounting in different branches • or equivalent competences depending on the offered finance courses of the partner university Finance 2
Managerial (cost) accounting concepts and principles The system and the elements of cost accounting Absorption costing and direct costing Using cost accounting information for management decisions Specific characteristics of cost accounting in different branches |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Law |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
LawBasic understanding of the principles of the legal system, especially of civil and business law. Development of a professional approach to particular questions related to business and civil law. Analysis of a problem solving approach to specific cases related to B2B business. Introduction to Business Law
contract law in general and sales contracts defects liability, tort law and product liability company law and M&A transactions property law (ownership, possession) and intellectual property (patents, trademarks) dispute resolution, especially arbitration business related criminal law and compliance management international contracts in B2B (case: international plant construction contract) |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Elective Courses |
6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Elective CoursesThe students get in-depth insight into interesting new topics of sales and b2b marketing related topics. Students select two lectures (each 3 ECTS). The topics can range from • Digital entrepreneurship and Innovation • Industrial service design • Graphic design (Webpage, Folders, Briefing) • Trends in Industries e.g. eMobility • Simulation for sales staff and comprise actual research topics of the research team of GSM (Global Business Management). Elective Course 1
In-depth insight in the chosen topic Elective Course 2
In-depth insight in the chosen topic |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Major Export Management 1 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Major Export Management 1Risk management is one of the core elements in this module. Students need to understand the different risks in the export business and should be able to apply the right instruments in order to hedge these risks. In the export business it is even more difficult to find the right partners. Therefore, the students have to learn different techniques for how to acquire new customers. A special focus is on telephone acquisition. Students understand the functions of Buying Center/Selling Center structures for their final customers and for their export partners. Students know the connections between product training, sales training and sales activities of sales representatives. They learn how to organize and deliver an effective sales training for their export partners. Acquisition Techniques
Students have to understand the sales process, specially the phases Finding, First Contact and Needs Analysis for Export Partners and final customers. Therefore elements like Elevator Pitch, SPIN Concept (Situation, Problem, Implication and Need), Cold Calling Techniques, Relationship building, Contacting Exportpartners via Telephone should help them to understand their export partner and get in close contact with them. Export Partners in B2B
Students have to understand the business model of their export partners and of the final customers. They will learn how to apply the right arguments for the different involved companies and for the different roles in the buying center. They need to understand how to define an appropriate offer for a complex product/service package, price politics and importance of price for buying process. They know how to organize and deliver efficient product training to their export partners. Students understand the role and functions of Buying Center/Selling Center structures in practical application by learning to know a special export case. Trading Areas in a Worldwide Comparison
Students have to understand the different free trade areas worldwide and have to understand different risks of the export business (commercial risk, currency risk, transport risk and country risk) and should be able to apply the right instruments in order to reduce these risks. Therefore students learn different methods in order to hedge these risks, like: Letter of Credits Bank guarantees Private credit insurance Public credit insurance (ÖKB) Currency hedging Factoring Incoterms Sanctions list |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Major Export Management 2 |
3 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Major Export Management 2Export Logistics
Logistic concepts for the export partners, the final customer and the supplier Logistics elements and their contribution to success in sales. Ways to organize distribution logistics by different logistics approaches Design of transportation and warehouse systems in order to optimize distribution costs and improve flexibility for customers. Relevance of logistics for sales management and sales peoples’ responsibility for distribution costs and risks (INCO-terms, …). Most appropriate INCO-terms for different customer and supplier requirements. Customer integration through logistics systems. Export Training: Negotiation in Export and Import
The training based on a short theory input. Different cases will be used in order to apply the theory to a real case situa-tion. In the Export Training the following content will be introduced and trained: Methods to understand the business model of the export partner and the final customer Introduction to the Selling Process, with a clear focus on Negotiation phase Applying the Harvard Concept in different situations Ways to analyze the Buying Center, and to develop a unique negotiation strategy Learn how to define the main selling arguments for the sales partner and the final customer Negotiation processes in teams Practical negotiation training |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Major Export Management 3 |
4 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Major Export Management 3Students implement an interdisciplinary approach (including export, finance, marketing, sales/sales management and mechatronic/technological issues). They need to apply their knowledge to real cases. One Year in Sales and Export
Students are confronted with the complexity of a real case study based on typical export challenges what companies faces. Intense discussion of the complexity of the case study based on theory Discussion of interdisciplinary challenges which are visualized by the case Detailed sub-cases confront the students with challenges in the daily life of an export oriented company, motivating them to use all their background in Export Management, B2B Marketing, Sales and Sales Management, Controlling and Finance to get to good solutions for the sub-cases |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Major Sales and Marketing 1 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Major Sales and Marketing 1Students learn and understand how to sell technical products. They will learn how to transfer technical properties in customer value. Students will understand the function of buying center/selling center in a practical situation. Students understand the different members of the BC/SC and their different needs. Students will learn how to first contact customers (expecially per phone). Learn how to build relationships and get to know different tools for efficient cold calls. They are aware of the major risks in doing international business and are able to apply the instruments to reduce the risks. Students are able to apply their knowledge to different complex case studies. Cold Call Techniques
Contacting, especially via the use of the phone Building relationships Organizing appointments Tools for efficient cold calls Risk in International Sales
Different risks in International Sales (country, commercial, currency and transport risks) Evaluate the different risks Learn how to protect against these risks Understand the costs for each tool Learn to apply the knowledge in different cases. Sales in B2B
Technical and Sales Training based on a Real Company Case (High End Technical Product) Students experience the functions of Buying Center/ selling Center structures in practical application by learning to know a Real Case situation (business background, technology involved, real product training by a top Austrian producer of high end machines…) How to sell technical products (How can product training be transferred into sales situations) How to define an appropriate offer for a complex product/service package Price politics and importance of price for buying process Proper preparation for a complex sales process |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Major Sales and Marketing 2 |
3 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Major Sales and Marketing 2Training: Students have to use their background in B2B marketing, sales and sales management, controlling and finance in order to solve the cases. Students learn how to discuss and negotiate with different international partners. They will get some theoretical knowledge what have to be applied in practical role games. Case Study: Students know about cross-national marketing strategies for companies operating in a global environment as well as about the influence of New Media and unlimited information to business marketing strategy and tactics. Students have developed interpretive and comparison skills in a cross-national perspective and they are capable to apply new communications technologies in integrated marketing plans. Hence, they are able to plan, prepare and execute product, branding, pricing, and communication decisions in the current and future business environments. Additionally, students are aware of the influence of culture and language on different aspects of international Business-to-Business marketing. Global B2B Marketing Case Study
Based on the previous courses of this module, students will put selected aspects of B2B Marketing and the New Media and B2B Marketing in a global environment into practical application. Students will learn to integrate marketing tools with a focus on the New Media and they will be exposed to the challenges of international trade and the multinational enterprise. Sales Training: Negotiation in Sales
The training uses the of the Mega-Real Case in SAL 5 as the background for a negotiation training with the following content: Basics of the Process of Negotiation Learn to know and apply the Harvard Concept in different situations Ways to analyze the Buying Center, And to develop a unique negotiation strategy Negotiation processes in teams Practical negotiation training |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Major Sales and Marketing 3 |
4 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Major Sales and Marketing 3Students are aware of the major risks in doing international business and are able to apply the right instruments to reduce the risks. Students are able to apply their knowledge to different complex case studies. Students have to use their background in B2B marketing, sales and sales management, controlling and finance in order to solve the cases. One Year in Sales and Marketing
Students are confronted with the complexity of a sophisticated real case study based on a typical Austrian export oriented company. Intense discussion of the complexity of the case study based on theory Discussion of interdisciplinary challenges which are visualized by the case Detailed sub-cases confront the students with challenges in the daily life of an export oriented company, motivating them to use all their background in B2B Marketing, Sales and Sales Management, Controlling and Finance to get to good solutions for the sub-cases |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Technologies for Sales and Marketing 1 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Technologies for Sales and Marketing 1Topic: production systems The students understand the most common production processes, their technologies and organization along the value stream from the raw material to the final product delivered to the customer (with focus on discrete production). The knowledge gained, not only let them understand real world problems of their customers, but also empowers them to develop and understand technical specifications and solution concepts in discussion with technical experts. Topic: programming and software development The students gain a principal understanding of programming and software development. They know the principle elements of a modern programming language, are capable of developing simple applications, scripts or macros and understand how to interpret existing ones in order to place simple modifications. The students understand how to use scripting languages as “enhanced calculators” and can use this knowledge as a basis for further courses on data analysis. Introduction to Programming
Practical introduction to the methodology of programming and software engineering by developing simple teaching examples related to sales and marketing based on commonly used general-purpose programming or scripting languages (e.g. VBA, Python). Topics: Methodology of software development: designing, editing, compiling, executing, debugging Principle components of a modern general-purpose programming or script languagedata types, variables, operators, statements, blocks, control structures, … Differences between compiled and interpreted languages Using script languages (e.g. VBA, Python) as an “enhanced calculator” with visualization capabilities Developing simple applications related to sales and marketing Production Systems and Technologies
Giving students an insight into the variety of modern production processes and technologies along the value chain and giving them the theoretical background in order to understand, discuss and specify real world problems and their solutions. Focus will be on discrete production. Topics: Principal organization and structures of production systems along the value chain from the raw material to the final product Most common processes from manufacturing (e.g. primary forming, reshaping, machining, surface and heat treatment), assembly (e.g. joining technologies, workplaces, material supply) and logistics (e.g. material handling, warehouses, transportation systems) as well as their technologies and resources (machinery, tools, equipment, supplies, …) Introduction to the engineering processes (PLM, PDM, CAx), their software and production related IT infrastructure • Excursion to a large-scale, state of the art production site providing insight into manufacturing, assembly and production logistics (e.g. visiting an automotive site with stamping, body in white production and final assembly). |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Technologies for Sales and Marketing 2 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Technologies for Sales and Marketing 2The students have a basic understanding of mechanical and electrical engineering, which enables them to understand and specify the functionality of mechatronic systems. They know to read and interpret mechanical schemes as well as electrical circuit and wiring diagrams and can calculate simple problems in both domains. They know how to read data sheets and to use engineering units and number formats. They can estimate the complexity of real world problems and act as mediator between customers and technical experts. Further, the students have an overview of typical components used in industrial automation from systems and their machine elements over sensors, actuators, to industrial control systems and communication systems. They can apply this knowledge in order to understand the degree of automation at customer’s production sites as well as to configure simple automation solutions. Introduction to Mechatronical Systems
Thematic field 1: Basics in mechanical engineering Introduction to the field of rigid-body mechanics considering both the static as well as the dynamic behaviour. Newton’s three laws of motion are the basic principles of rigid-body mechanics. Dynamics is concerned with the accelerated motion of bodies. The resulting forces both of static and dynamic loads provide the basis for the mechanics of materials. Understanding and deriving mechanical schemes from simple real world examples. Understanding the mechanics of commonly used machine and construction elements. Topics: general principles / free-body diagrams force vectors / system resultants / internal forces / friction velocity, acceleration, path, time, path-time diagrams basic principles of strength calculation interpreting and deriving mechanical schemes commonly used machine and construction elements Thematic field 2: Basics in electrical engineering Introduction to electricity in general, discussing the electrical and the electromagnetic field with respect to typical applications in production and industrial automation. Enable students to understand the principles of electrical networks both for DC and AC applications and calculate simple networks. Understanding schematic circuit and wiring diagrams found in industrial automation and develop simple ones as part of specifications. Topics: introduction to electricity the electrical and the electromagnetic field Ohm’s law / Kirchhoff’s law / analysis of electrical networks, their components and circuit diagrams for DC and AC principle of power distribution networks / three-phase AC basics of semiconductors analysing circuit and wiring diagrams Introduction to Mechatronics and Industrial Automation
Giving students an overview of components commonly used in industrial production systems. Enable them to understand the basic functional principles of typical system and machine elements, sensors, actuators, control systems and industrial communication networks. Topic: systems and machine elements Systems: pick & place systems, industrial robots, intralogistics systems Construction elements: profiles, enclosures, grippers, gearwheels, transfer belts, clampings, … Topic: industrial sensors, measurement and inspection systems Basic sensors and measurement principles for displacement; position and proximity; acceleration, velocity and motion; force, torque, weight; voltage and current; temperature; humidity; light, radiation; gas and fluid flows Higher level / integrated sensors: position, presence, contour, vibration and sound; power and energy Principle of machine vision: surface inspection, 3D-scanning, object recognition and object tracking Material inspection by X-Ray and MRT Sensors and systems for object identification and data exchange: barcode, data matrix code, RFID, … Signal conditioning and processing Topic: industrial actuators AC/DC drives, stepper motors, servo drives power electronics and motor controllers hydraulic and pneumatic actuators Topic: industrial control and communication systems The control pyramid Programmable Logic Controllers (PLC), Manufacturing Execution Systems (MES), Data Acquisition and Supervisory Control (SCADA) Field buses, industrial networks and WLAN, radio transmission in industrial environments, … |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Technologies for Sales and Marketing 3 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Technologies for Sales and Marketing 3The student gets an overview of databases and data intensive applications or adequate and … • can assess the importance of IT in the context of companies and organizations • can understand database structure and understand data models • can handle server databases, read and prepare data from databases • knows basic data elements of an enterprise • knows data and information flows within an enterprise • can identify and deal with redundancies and inconsistencies in master data and transaction data is familiar with data interchange formats like XML Data Management
Data processing mechanisms in MS Excel (especially pivot tables) Fundamentals of databases and data modeling Processing data from operational systems (e.g. ERP) Working with Server databases Basics of Data Warehouse, OLAP |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Technologies for Sales and Marketing 4 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Technologies for Sales and Marketing 4Topic: Business Information Systems The students are able to use engineering and business information systems and information system architectures commonly used by producing companies. They understand the principal functionality of typical business information systems, their relation to sales and marketing and can estimate their benefits in a given project. Practically they will learn to know the software ecosystems e.g. of SAP and Siemens PLM. This includes Customer Relationship Management (CRM), Enterprise Resource Planning (ERP) and other systems relevant for sales and marketing. The students shall be sensitized to security aspects in conceptualizing and using industrial IT systems. Topic: Selected innovations of the Smart Factory The students learn to know the principles of the following, state of the art technologies that are selected cornerstones of the Smart Factory: cognitive robotics and human robot cooperation; additive manufacturing; simulation based decision support; augmented and virtual reality. Business Information Systems
Giving students an overview of engineering and business information systems widely used in industry. Using classroom examples they learn to understand the typical functionality of the discussed systems, their position within a company’s IT structure and their relation to sales and marketing. Special attention is paid to the CRM (Customer Relationship Management) and ERP (Enterprise Resource Planning) and other systems relevant for sales and marketing. It is intended to let the students gain practical experience in a virtual enterprise using software e.g. from SAP. Topics: Customer Relationship Management (CRM) Enterprise Resource Planning (ERP) Systems relevant for sales and marketing Software security, safety and data protection Selected Innovations of Smart Factory
Giving students insight into selected technologies of the Smart Factory both by brackground information as well as by visits to research labs of companies or institutions (e.g. FH OÖ Cave, PROFACTOR Cognitige Factory Lab). State-of-the-art topics like: Cognitive Robotics and Human Robot Cooperation Additive Manufacturing Simulation Based Decision Support Augmented Reality / Virtual Reality / Digitalization |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Technologies for Sales and Marketing 5 |
6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Technologies for Sales and Marketing 5Topic: Technical backgrounds of different field of business The students understand different product strategies, production technologies and services for products and solutions ranging from large scale, variant rich products to customer specific solutions. They understand how companies develop and introduce future product and process technologies and how to discuss with production experts. Further, they know how companies develop different marketing and selling strategies. Topic: Technological project The students know how to analyse a real world problem for a mechatronic application and to develop a system / functional specification for a proposed solution by using standardized system modelling languages like SysML or UML. Further, the students can develop an adequate project plan and project budget. The students understand how to use a microcontroller system (e.g. Arduino) as controller for a mechatronic solution. They know how to attach sensors and actuators and how to programme the system. Technical Backgrounds of Different Fields of Business
The students will analyse and compare three “high tech” companies from different domains with respect to their strategies in product management and production technologies as well to their sales and marketing activities. The information about the companies, their processes and strategies will be gathered by preparing research activities as well as by excursions to three companies. Each excursion schedules a guided tour through the production as well as presentations and discussions with product managers, process engineers and experts from sales and marketing. Special focus will be put on the discussion of new and future technologies, services and strategies. The companies will be chosen in such a way that they cover the range from large sale variant rich products (e.g. automotive engines, welding current sources, material flow systems) to highly individualized customer specific solutions and services (injection moulding systems, robotic welding solutions, customer specific intralogistics solutions). All companies will use cutting-edge technologies and processes known from Industry 4.0, Smart Production, digitalisation or IoT. Examples for such companies are BMW, BRP, Engel, Fronius, TGW, STIWA, KEBA. Topics: Different product strategies, technologies and services Different industrial production structures and processes (manufacturing, assembly, logistics) and level of automation Service and maintenance concepts Quality control and quality management Future technologies like augmented reality, cognitive robotics, big data / data analytics, additive manufacturing, cloud services, digital factory etc. Strategies for marketing and selling of technically ambitious products and solutions Technological Project
In small teams, the students will learn to analyze a real world problem, to develop an adequate mechatronic solution and to implement this solution in order to proof the concept. A typical example would be the development of a miniaturized solar tracker to improve the efficiency of solar panels by moving them with the sun. During the requirements and systems engineering the students will analyze the principal problem and user specifications, identify the functional requirements, define performance and design constraints before they identify and decompose the required functionality, develop the overall system architecture and define the interfaces between the components in order to complete a system specification. Further, the students will set up a project including the development of a project plan, the initializing of a project repository as well as keeping and developing a budget and assigning tasks to the team members. The students will elaborate the required basics to realize the specified solution. This includes the typical components of a mechatronic product: mechanics, electrics, electronics and software. Topics: Introduction to requirements and system engineering Specifying use cases Developing a system specification / functional specification Project management, project plant, project budget, team forming Technical basics for realizing the aspired mechatronic product Using a microcontroller system Defining test scenarios and evaluating a mechatronic product |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Sales 1 |
4 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Sales 1Students know the aims and reasons for using Key Account Management. They understand the strategic, organizational and personal aspects of KAM. Students learn instruments to identify and analyse Key Account Customers. Students understand the main aspects of sales partner management. They understand how to Identify and select the right sales partners and how to manage them (develop, control and if necessary how to dissolve a contract) The student is competent to make professional presentations via different media according to the relevant business requirements. They understand the basic presentation skills and are able to apply them. Managing Sales Channels
Key Account Management Reasons for, aims and effects of key account management Strategic, organizational and personnel aspects of key account management Means of identifying strategic customers Instruments to analyze key customers Identification and establishment of key account teams Sales Partner Management Aspects of sales partner management (legal, financial, logistical, regional, …) Identification and selection of sales partners Development and Controlling of partnerships Termination of sales partners Presentation Skills
Methodology of a presentation Students learn to develop successful presentations by utilization of various media and instruments Basics of self-presentation (script, appearance, body language, …) Exercises and feedback to students presentations which are based on specific requirements of the study programme |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Economics |
4 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
EconomicsThe students • know the differences and connections between economics and business administration • understand the basic functions of an economy, especially the connections between state influence and an economy including fiscal policy • know about the meaning of offer, demand and elasticity for markets • know the importance of factors like economic growth, income, inflation and cyclical influences and the interrelations between these • know the definition and calculation rules for the GDP and are able to interpret figures like GDP as a basis for decisions on international markets • know the importance and basic functions of money and money markets Economics 1
Connections between economics and business administration Basic functions of an economy Economy and state influence/interventions Offer, demand and price elasticity Economic growth, income, inflation, conjuncture GDP as an information source Money, money markets and share markets |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Cross-Cultural Competence & Social Competence
| 1. | 2. | 3. | 4. | 5. | 6. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
Intercultural Management 1 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Intercultural Management 1The student has a first well-founded understanding of the challenges of Cross-cultural Management and Sales. He/She can distinguish different sources of cross-cultural differences (like historical, religious, philosophical and sociological roots) She/He can compare these influence factors from the perspective of a “world citizen” with the heritage of an Austrian person and is able to create a profound comparison on the basis of the existing theories of Cross-cultural Management. Introduction to Cross-Cultural Management and Sales 1
Block 1: “Doing business in…” Introduction into the field of Cross-Cultural Management and sales using the example of one special country. Intense comparison of the historical, religious, economical, philosophical, sociological and legal backgrounds of the chosen country. Discussion of dos and don’ts in the chosen country both in the fields of Sales and Management. Block 2: Introduction to Cross-Cultural theory Introduction into the variety of theories trying to explain cross-cultural differences, critical comparison of the contribution of these theories to solve the practical problems of global sales and management Block 3: Cross-cultural Sales and Management in practice. Experienced international sales and management seniors analyze their successes and failures from a cross-cultural perspective. They introduce our students into the enormous importance of a sound cross-cultural background for success in sales and leadership situations. Block 4: Cross-Cultural background knowledge Critical analysis, evaluation and critical reflection of chosen Central Eastern-European countries concerning historical, religious, economic, philosophical, sociological and legal backgrounds. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Intercultural Management 2 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Intercultural Management 2The student has a first well-founded understanding of the challenges of Cross-cultural Management and Cross-cultural Sales. He/She can distinguish different sources of cross-cultural differences (like different historical, religious, philosophical and sociological roots) She/He can compare these influence factors from the perspective of a “world citizen” with the heritage of an Austrian person and is able to create a profound comparison on the basis of the existing theories of Cross-cultural Management. Introduction to Cross-Cultural Management and Sales 2
On a field trip to a Central-Eastern European country students learn to analyze and evaluate backgrounds of the chosen country with his/her home culture using the models of ICM1 based on historical, religious, economic, philosophical, sociological and legal backgrounds of the chosen country. Furthermore, students gain insights into cross-cultural Sales and Management in practice. Experienced international sales and management seniors of the chosen country analyze their successes and failures from a cross-cultural perspective. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Intercultural Management 3 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Intercultural Management 3The student has a more advanced well-founded understanding of the challenges of Cross-cultural Management and Cross-cultural Sales. He/She has a differentiated perspective on cross-cultural differences and comes to conclusions based on knowledge of intermediate level, but also on own experience during the semester abroad. The student is able to reflect his/her attitude towards countries and societies on the basis of a good awareness of the existences of different “truths” about countries and societies of the same area. She/He can apply this knowledge and attitude in sales and leadership situations, especially as an Expatriate. Elective Course on Intercultural Management
In-depth knowledge in the field of sales and marketing depending on the specializations of the partner university in that field. Students should choose courses contributing to their future working lives. Possible courses are e.g. political systems in a worldwide comparison, cross-cultural country assessment or competitiveness of states and risk calculation The Austrian Cross-Cultural Backpack
The student has the ability to assess his/her own cultural background both integrating new knowledge acquired in Module ICM 1 and 2, but also out of the fresh experience of living abroad as an Expat and having a new perspective on the home country Austria. The student is able to create a comprehensive analysis of his/her cultural background based on the analysis of the historical, religious, economic, philosophical, sociological and legal backgrounds of Austria and its citizens. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Intercultural Management 4 |
4 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Intercultural Management 4The student has a more advanced well- founded understanding of the challenges of Cross- cultural Management and -Sales. He/She has a differentiated perspective on cross- cultural differences and comes to conclusions based on knowledge of intermediate level, but also on own experience during the semester abroad. The student is able to reflect his/her attitude towards countries and societies on the basis of a good awareness of the existences of different “truths” about countries and societies of the same area. She/He can apply this knowledge and attitude in sales and leadership situations, especially as an Expatriate. Ethics and Business Ethics in a Worldwide Comparison
Introduction into the ideas ethics and business ethics. Comparison of the historical, religious, economical, ICM 1, 2 and 3 out of the special focus of general ethics and business ethics. Profound reflection of the application of the above results to the student‘s personal setting of values Expatriate Management
Introduction into the ideas and methods of professional Expatriate Management following the stages of recruitment and selection, preparation, coaching the Expat during the stay and successful Repatriation. Comparison of the methods and approaches in int. HRM with the student‘s own experience as an Expat during the semester abroad. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Languages 1 |
6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Languages 1English: Students reactivate and consolidate their existing linguistic competence (structural and communicative competence). Students have extended and developed language skills specifically in the fields of communication, presentations and cultural issues. Students have competency in written and spoken English withemphasis on language and stylistic conventions and socializing. Strong structural input balances out differences in levels from different types of high schools. Second Foreign Language: Student has basic skills of speaking, listening, reading and writing in the foreign language. A linguistic level is achieved, which represents a solid structural foundation. The participants have a linguistic level which enables them to communicate well in the most diverse situations. The students have a command of the basic grammar. English 1
Presentation techniques, methodology and analysis represent a fundamental target skill throughout semester one and are practiced intensively as the topics are covered. Formal letter writing Error analysis Students are expected to achieve a high level of competence in general English with a strong focus on accurate manipulation of grammar and a wide range of idiomatic expressions in terms of vocabulary. Students are expected also to develop excellent fluency skills through discussions of general topics as well as relevant current issues. Social language and discussion Management skills are essential Second Foreign Language 1
Communication in everyday situations is practiced. A varied range of topics are dealt with as a basis for the further language acquisition. Learning and use of the basic grammar. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Languages 2 |
6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Languages 2English: Students reactivate and consolidate their existing linguistic competence (structural and communicative competence). Students have extended and developed language skills specifically in the fields of communication, presentations and cultural issues. Students have competency in written and spoken English with emphasis on language and stylistic conventions and socializing. Strong structural input balances out differences in levels from different types of high schools. Second Foreign Language: Student has basic skills of speaking, listening, reading and writing in the foreign language. A linguistic level is achieved, which represents a solid structural foundation. The participants have a linguistic level, which enables them to communicate well in the most diverse situations. The students have a command of the basic grammar. English 2
Development of financial terminology including banking. Language of the general stockmarket and annual reports. Description and interpretation of graphs, trends and dealing with numbers Environmental and ethical issues. Intercultural considerations. Report writing, summaries, faxes, letters and emails. Dealing with difficult texts. Current affairs. Presentation skills practice and extension. Optional support course available for students needing additional guidance / help in English. Second Foreign Language 2
Grammatical structures and their application are acquired and practiced. As far as possible authentic material is included in the seminars. Extension and completion of a range of topics necessary for the acquisition of the language. The students should be able to summarize and comment on specific topics as well as express their personal opinions. Standard situations from professional daily life are dealt with. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Languages 3 |
6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Languages 3English: Students are able to handle content at the level of the Cambridge Advanced Certificate in English. The student has an unusually high level in structural, style and register features of English and can implement a broad range of idiomatic expressions. He/She reaches C1/C2 level in terms of grammar, vocabulary development and speaking skills. Student has effective task-specific writing skills. Students demonstrate a high level of accuracy in all skills as a reflection of the importance of English in a course with a powerful global focus. Third foreign language: Student has basic skills of speaking, listening, reading and writing in the foreign language at a level which can be reached within one semester. A linguistic level is achieved, which represents a solid structural foundation. The participants have a linguistic level which enables them to communicate well in most diverse situations. The students have a command of the basic grammar. In case the third foreign language is not available at the partner university, an additional course in English can be chosen in order to intensify the English skills. English 3
General English Strong structural focus Grammar and vocabulary development (grammar review) Intensive analytical language work related to all skills Third Foreign Language
Student has basic skills of speaking, listening, reading and writing in the foreign language. A linguistic level is achieved, which represents a solid structural foundation. The participants have a linguistic level, which enables them to communicate well in most diverse situations. The students have a command of the basic grammar. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Languages 4 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Languages 4English: Students are able to handle content at the level of the Cambridge Advanced Certificate in English. The student has an unusually high level in structural, style and register features of English and can implement a broad range of idiomatic expressions. He/She reaches C1/C2 level in terms of grammar, vocabulary development and speaking skills. Student has effective task-specific writing skills. Students demonstrate a high level of accuracy in all skills as a reflection of the importance of English in a course with a powerful global focus. Second foreign language: Student has basic skills of speaking, listening, reading and writing in the foreign language at a level which can be reached within one semester. A linguistic level is achieved, which represents a solid structural foundation. The participants have a linguistic level, which enables them to communicate well in most diverse situations. The students have a command of the basic grammar. English 4
General English Strong structural focus Grammar and vocabulary development (grammar review) Intensive analytical language work related to all skills Second Foreign Language 3
More specific focus on grammar and exceptions Increased communication practice within a professional context Students encounter a range of important aspects relating to culture and civilization in the areas where the second language is spoken. Authentic materials are used to ensure student access to technical, economic, geographical and sociological issues. Communication: making an appointment, business lunch, small talk, changing money, visiting friends, proposing a toast, plans for the future, at the doctor’s, preparing for a journey. Grammar: Verbal aspects, cases, numerals/ordinal numbers, modal verbs |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Languages 5 |
3 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Languages 5Student has more advanced skills of speaking, listening, reading and writing in the foreign language. An intermediate linguistic level is achieved, which represents a solid structural foundation. The participants have an intermediate linguistic level which enables them to communicate well in more complex situations Student has the communication skills to master situations from everyday life (simple business topics can be mastered). The students have a command of the important grammatical features, as well as their application and practice. Student has a background in economic and cultural features of the areas where the second language is spoken. Second Foreign Language 4
Further in-depth focus on grammar and exceptions Vocabulary development in order to ensure correct usage of the second foreign language Increased communication practice within a professional context Students encounter a further range of important aspects relating to culture and civilization in the areas where the second language is spoken |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Transfer Competence
| 1. | 2. | 3. | 4. | 5. | 6. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
Bachelor Thesis |
11 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Bachelor ThesisThe students demonstrate in the bachelor thesis both their principal abilities to elaborate a scientific thesis and the ability to find links between scientific knowledge and business reality • Know how they can develop a research question • Are able to give a bachelor thesis an adequate content structure • Carry out literature research in order to find answers to their research questions. • Know the principles of using literature and apply these principles in their bachelor thesis. Know the principles of scientific writing and apply them in their bachelor thesis Bachelor Exam
Bachelor Thesis
Application of the principles of scientific writing and wording Discussion and reflection of the cornerstones of scientific writing Definition of research questions in the fields of either Sales or Sales Management, B2B Marketing, Cross-Cultural Management or Mechatronics/Technologies for Sales and Marketing or related subjects Formal structure and style of a bachelor thesis Application of literature research for the bachelor thesis Use of literature in the bachelor thesis |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Internship |
15 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
InternshipThe students know the advantages and disadvantages of forms of sales and/or marketing organizations from the perspective of sales representatives or marketing, administrative sales staff and technical service staff OR they know the structures of globally acting /export oriented companies or companies offering services for these companies (can be absolved both in Austria or abroad). Internship
The students learn to know the challenges of modern sales, marketing or export organization and experience the challenges of being a sales person. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Company Project 1 |
5 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Company Project 1The students have a basic understanding of project management challenges. They know the methods and instruments of project management. They know the most important success factors (project definition and planning, critical path, milestones. They are familiar with elements of project management like project steering and reporting. The student has practical experience with company projects in the fields of B2B marketing or sales (management). Company Project 1
The students analyze a real company problem in the fields of B2B marketing or sales (management) and elaborate a joint solution for the problem in a small students group. This is also an opportunity to exercise scientific approaches to real life company problems. Introduction to Project Management
Project phases Methods and Instruments of project management Project definition and project contracts Project planning, resources, critical path, milestones Project organization and steering Project reporting Project finalization Application of knowledge according to degree programme requirements IT tools for project management |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Company Project 2 |
4 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Company Project 2The student has practical experience with company projects in the fields of B2B Marketing or Sales (Management). Company Project 2
The students analyze a real company problem in the fields of Sales (Management) or B2B Marketing and elaborate a joint solution for the problem in a small student group. This is also an opportunity to exercise scientific approaches to real life company problems. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Transfer Competence |
4 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Transfer CompetenceThe graduate knows the principles of scientific writing and is able to develop his/her own research idea for the bachelor thesis. He/She has derived research questions and the appropriate methodology to answer those research questions. Furthermore, a project plan for the bachelor thesis is derived. The graduate knows the basic methods in search and selection and is able to apply these, knows about the labour market for university graduates in Austria; is able to develop a personalized strategy to find an appropriate job: Which job profile is personally attractive for the graduate? Which job search possibilities are available and suitable? What are the steps of a job search activity? Which applicant behaviour is suitable in order to make a job application successful? How to Apply for a Job
Overview of the labour market situation for university graduates in Austria and abroad Reflection of principal strategies to develop a career Reflection of individual career goals Development of realistic goals for a first job after University graduation Development of an individual strategy to find an attractive job Development of an individual strategy to get this job (steps and behaviour) Critical reflection of student’s social media profiles Practice in Science and Research
Principles of scientific foundations, methods, and implications Scientific planning, conduct and writing procedures Critical research analysis and interpretation Validity concepts – external / internal Structure and style of thesis preparation: Definition of research questions in the fields of Sales Management, B2B Marketing, Cross-cultural Management, or related subjects Conduct of primary and secondary sourcing procedures Application of scientific writing principals in the bachelor thesis |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Contact
EmailE gsm@fh-steyr.at
TelephoneT +43 5 0804 33500