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[ 515GBIMGIMK20 ] KS Integrated Management Basics
Versionsauswahl
Workload Education level Study areas Responsible person Hours per week Coordinating university
3 ECTS B1 - Bachelor's programme 1. year Business Administration Thomas Gegenhuber, Laura Thäter, Milena Leybold 2 hpw Johannes Kepler University Linz
Detailed information
Original study plan Bachelor's programme Business Administration 2025W
Learning Outcomes
Competences
Learning Outcomes

  • LO1: Analytical skills: Students can analyze and evaluate the complex interactions between an organization and its external stakeholders.
  • LO2: Problem-solving skills: They develop the ability to design innovative solutions to complex organizational challenges that arise from external influences such as technological change and environmental dynamics.
Skills Knowledge
Learning Outcomes

  • LO5: Critical thinking: Students should develop the ability to critically and independently analyze and question complex organizational structures and processes. This includes evaluating strategies taking into account various external influences such as technological and economic changes.
  • LO6: Adaptability: They learn to respond flexibly to new information and changing conditions by applying theoretical concepts to practical situations and adapting their approaches accordingly.
Learning Outcomes

  • LO3: Interdisciplinary understanding: Students gain a deep understanding of how business concepts interact with other perspectives.
  • LO4: Systemic thinking: They understand how elements within an organization (structures, cultures, processes) are systemically connected and influence each other.
Criteria for evaluation Total score: 20 points

Number of questions: 20 multiple choice questions, each question is worth 1 point.

Assessment of learning outcomes:

  • Competencies (analytical and problem-solving skills): 8 questions, 8 points in total.
  • Knowledge (interdisciplinary understanding and systemic thinking): 7 questions, 7 points in total.
  • Skills (critical thinking and adaptability): 5 questions, 5 points in total.

Assessment principles:

  • Clarity of question phrasing: Each question is formulated clearly and unambiguously to avoid misunderstandings and to ensure that students understand exactly what is being asked.
  • Level of difficulty: Questions cover a balanced level of difficulty, covering both basic and more complex concepts. This encourages students' cognitive skills beyond simple memorization.
  • Fairness: All questions are based on the topics covered in the lecture. No content will be tested that was not taught in the lecture.

Use of digital technologies:

  • Automatic evaluation: The answers are evaluated immediately by Moodle, which enables timely feedback to the students.

This structured assessment methodology ensures that the exam objectively measures the students' performance while deepening their understanding of the complex topics of the course.

Methods The methods of teaching consist of lectures, interactive games/simulations in the lecture or online, online lecture units or podcasts.

The central element is the Moodle exam with multiple-choice questions that relate to the specifically developed learning outcomes. The questions effectively measure the students' competencies, knowledge and skills in relation to the course content.

Assessment strategy

  • Creation of the multiple-choice questions: Each question aims to measure specific learning outcomes:
    • Competencies: Questions that target analytical and problem-solving skills, such as scenarios in which students must choose between different organizational approaches that respond to external influences.
    • Knowledge: Questions that require a deep understanding of the interaction between business concepts and external factors, such as the impact of societal changes on organizational structures.
    • Skills: Questions that assess critical thinking and adaptability, for example through mini-cases in which students must apply theoretical approaches.
  • Assessment methodology:
    • Each question is given equal weight to ensure the equivalence of the assessment of the different learning outcomes.
  • Use of digital technology:
    • The use of Moodle enables the exam to be conducted and assessed efficiently.

Why this assessment method was chosen:

  • Efficiency and objectivity: Multiple choice questions enable a quick and objective assessment of student performance.
  • Wide coverage of content: Carefully constructed questions can cover a wide range of knowledge and skills.
  • Direct feedback: Technology enables students to receive immediate feedback on their answers, which promotes the learning process.

Criteria for assessment:

  • Clarity and relevance: The questions are clearly formulated and directly target the learning outcomes.
  • Level of difficulty: The questions have different levels of difficulty to capture the different levels of knowledge and skills of the students.
  • Fairness: All students should be equally challenged by the questions, and the questions should not cause unnecessary confusion or misunderstanding.

This detailed elaboration of the assessment strategy ensures that the Moodle exam not only measures students' performance, but also contributes to their learning process.

Language German
Study material The course content changes to reflect current events.

The starting literature for this course is as follows:

  • Stürm-Ruegg, Johannes (2002). Das Neue St. Galler Management-Modell: Grundkategorien einer integrierten Management Lehre. Haupt Verlag, Bern
  • Sterman, John D. (2001). System Dynamic Modeling: Tools for Learning in a Complex World. Califorina Management Review, 43 (4), 8-25
Changing subject? No
On-site course
Maximum number of participants 200
Assignment procedure Assignment according to priority