Module

Module SS 2020

The main objective is to provide opportunities of engagement at a high level of research development, and of networking at international conferences. The focus is on presenting and arguing the PhD candidates' research in a competitive and international scientific environment. Paper submissions are to be vetted through an expert academic committee. This module is to develop the communicative competence of candidates. Students participating in this module will find themselves in an internationally acknowledged conference in architecture and planning suitable to their area of focus. They will receive critical comments and feedback on their research project by experienced faculty members, conference delegates and other student participants.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations
Doctoral students in Architecture and Planning require reflection of the epistemological and ontological foundations of their research projects; as well as experience in the use of qualitative research methods. The individually tutored, research-based investigative project will complement the module Research Design; it is tailored to the needs of the individual student and covers a selection of the following and other related topics:
  • Research design
  • Theoretical frameworks and epistemological approaches in architecture and planning
  • Qualitative research methods
  • Inquiry by design and action research
  • Interdisciplinary research strategies
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on three pillars:

  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

Module WS 2019/2020

The doctoral consortium is an opportunity to sharpen and deepen both focus and methods of research, supervised by a group of external professors and/or advisors. It is designed to foster the presentational, critical and discursive skills in a group of international peers. By submitting their work-in-progress and interim results to an international doctoral consortium candidates also learn how to position their work in a competitive research environment.
Applications are refereed through an academic committee. Participants benefit from understanding others' experiences and results and receive valuable feedback from consortium chairs and other participants. A joint publication is to result from a consortium. A doctoral consortium will take the form of a multi-institution and often international seminar, workshop or summer school - an example can be found on www.dokonara.org, the consortium on sustainable spatial development our University participates in each year.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations

Role of the module in the doctoral study plan
The module is required as a cross-faculty course in the preparation phase of the doctoral programs “Architecture and Planning” and “Business Economics”.

Description
Subject definition
This module supports formal research training at the doctoral level by focusing on fundamental aspects of research design, particularly through the lens of the special disciplines, styles of inquiry and cultures of learning at the University of Liechtenstein. It also helps to develop research management skills.
Research design describes 'the structure of any scientific work. It gives direction and systematizes the research. Different types of research designs have different advantages and disadvantages.' In technical terms a typical research design is a detailed outline of how an investigation will take place. A research design will typically include how data is to be collected, what instruments will be employed, how the instruments will be used and the intended means for analysing data collected.Research management skills, or so called transferable skills, comprise the ability to manage projects, be self-motivated and autonomous, network internationally, to think analytically and to be creative, inquisitive and original. In combining both research design and management skills, the University of Liechtenstein aligns itself with aspirations of the League of European Research Universities (LERU). It calls for an innovative doctoral education that brings together cohorts of candidates and includes elements of professional development training. This combination nurtures a range of skills that help PhD candidates to be more effective in their research projects but also to nurture abilities that will be useful in their future lives and careers.
To provide a tailored program, the PhD students attend one topic of ‘Specialisation according to PhD study’ (4 taught lecture units). In addition to this, the PhD students select five topics from the pool of “General academic and technical skills” and participate in all of the topics from the pool “Personal and professional management skills”. The features of the series “Personal and professional management skills” are open lectures, and every interested staff member is invited to join and listen.

Specific academic and technical skills
  • Introduction to Research Design (mandatory: two taught units)
Specialisation according to PhD study

Mandatory: One topic from this group (four taught units per topic), according to the student’s focus area
  • Research Design for Business Process Management
  • Research Design for Finance
  • Research Design for Entrepreneurship
  • Research Design for Sustainable Building
  • Research Design for Sustainable Urban Design and Planning
  • Research Design for Architectural Theory

General academic and technical skills
Electives: Students have to select 5 topics from this group (two taught units per topic)
  • Use and types of Observations and Surveys
  • Intervention and Evaluation Research Design
  • Experimental Research Design
  • Correlational Research Design
  • Panel Data: Fixed and Random Effects
  • Big Data Skills
  • Literature Reviews
  • Concepts of Time-Series Econometrics
  • Inquiry by design
  • Round table Experience of tutors I
  • Round table Experience of tutors II
  • Round table Experience of PhD students I
  • Round table Experience of PhD students II

Personal and professional management skills
Mandatory (one taught unit per topic)
  • Ethics
  • Publication process
  • International doctoral exchange / PhD network
  • Project management
  • Intrapersonal & Self-leadership Skills
  • Interpersonal & Leadership Skills
  • Written & Oral Communication
  • Grant application process
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on three pillars:

  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.
Im WS 2019/20 wird das Thema "Landschaft" im Mittelpunkt des Moduls stehen. Alles ist Landschaft. Wie wir wohnen, wie wir essen, welches Mobilitätsverhalten wir an den Tag legen, welche planungspolitischen Prioritäten wir setzen und welche Werte wir Gebautem und Freiraum beimessen, bestimmt die Qualität der Landschaft. Sie ist ein Kollektivgut, das es gemeinsam zu bewahren, auszuhandeln und weiterzuentwickeln gilt.
Wir beschäftigen uns innerhalb des Moduls mit dem Perspektivenwechsel, der sich v.a. im europäischen Kontext vollzieht: die Siedlungsentwicklung nach innen von der Landschaft aus zu denken. Auf welche theoretischen Grundlagen kann dieses Denken sich beziehen, welche planungspolitischen und planungspraktischen Konsequenzen bringt es mit sich?

Module SS 2019

The main objective is to provide opportunities of engagement at a high level of research development, and of networking at international conferences. The focus is on presenting and arguing the PhD candidates' research in a competitive and international scientific environment. Paper submissions are to be vetted through an expert academic committee. This module is to develop the communicative competence of candidates. Students participating in this module will find themselves in an internationally acknowledged conference in architecture and planning suitable to their area of focus. They will receive critical comments and feedback on their research project by experienced faculty members, conference delegates and other student participants.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations
Doctoral students in Architecture and Planning require reflection of the epistemological and ontological foundations of their research projects; as well as experience in the use of qualitative research methods. The individually tutored, research-based investigative project will complement the module Research Design; it is tailored to the needs of the individual student and covers a selection of the following and other related topics:
  • Research design
  • Theoretical frameworks and epistemological approaches in architecture and planning
  • Qualitative research methods
  • Inquiry by design and action research
  • Interdisciplinary research strategies
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on three pillars:

  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

Module WS 2018/2019

The doctoral consortium is an opportunity to sharpen and deepen both focus and methods of research, supervised by a group of external professors and/or advisors. It is designed to foster the presentational, critical and discursive skills in a group of international peers. By submitting their work-in-progress and interim results to an international doctoral consortium candidates also learn how to position their work in a competitive research environment.
Applications are refereed through an academic committee. Participants benefit from understanding others' experiences and results and receive valuable feedback from consortium chairs and other participants. A joint publication is to result from a consortium. A doctoral consortium will take the form of a multi-institution and often international seminar, workshop or summer school - an example can be found on www.dokonara.org, the consortium on sustainable spatial development our University participates in each year.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations

Role of the module in the doctoral study plan
The module is required as a cross-faculty course in the preparation phase of the doctoral programs “Architecture and Planning” and “Business Economics”.

Description
Subject definition
This module supports formal research training at the doctoral level by focusing on fundamental aspects of research design, particularly through the lens of the special disciplines, styles of inquiry and cultures of learning at the University of Liechtenstein. It also helps to develop research management skills.
Research design describes 'the structure of any scientific work. It gives direction and systematizes the research. Different types of research designs have different advantages and disadvantages.' In technical terms a typical research design is a detailed outline of how an investigation will take place. A research design will typically include how data is to be collected, what instruments will be employed, how the instruments will be used and the intended means for analysing data collected.Research management skills, or so called transferable skills, comprise the ability to manage projects, be self-motivated and autonomous, network internationally, to think analytically and to be creative, inquisitive and original. In combining both research design and management skills, the University of Liechtenstein aligns itself with aspirations of the League of European Research Universities (LERU). It calls for an innovative doctoral education that brings together cohorts of candidates and includes elements of professional development training. This combination nurtures a range of skills that help PhD candidates to be more effective in their research projects but also to nurture abilities that will be useful in their future lives and careers.
To provide a tailored program, the PhD students attend one topic of ‘Specialisation according to PhD study’ (4 taught lecture units). In addition to this, the PhD students select five topics from the pool of “General academic and technical skills” and participate in all of the topics from the pool “Personal and professional management skills”. The features of the series “Personal and professional management skills” are open lectures, and every interested staff member is invited to join and listen.

Specific academic and technical skills
  • Introduction to Research Design (mandatory: two taught units)
Specialisation according to PhD study

Mandatory: One topic from this group (four taught units per topic), according to the student’s focus area
  • Research Design for Business Process Management
  • Research Design for Finance
  • Research Design for Entrepreneurship
  • Research Design for Sustainable Building
  • Research Design for Sustainable Urban Design and Planning
  • Research Design for Architectural Theory

General academic and technical skills
Electives: Students have to select 5 topics from this group (two taught units per topic)
  • Use and types of Observations and Surveys
  • Intervention and Evaluation Research Design
  • Experimental Research Design
  • Correlational Research Design
  • Panel Data: Fixed and Random Effects
  • Big Data Skills
  • Literature Reviews
  • Concepts of Time-Series Econometrics
  • Inquiry by design
  • Round table Experience of tutors I
  • Round table Experience of tutors II
  • Round table Experience of PhD students I
  • Round table Experience of PhD students II

Personal and professional management skills
Mandatory (one taught unit per topic)
  • Ethics
  • Publication process
  • International doctoral exchange / PhD network
  • Project management
  • Intrapersonal & Self-leadership Skills
  • Interpersonal & Leadership Skills
  • Written & Oral Communication
  • Grant application process
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on three pillars:

  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.
Das Modul wird im Rahmen der Instituts-Vortragsreihe durchgeführt. Das Thema wird im HS 18/19 und SS 19 "Erneuerbare Architektur" sein. Eine der grössten Herausforderungen unserer Zeit ist die nachhaltige und qualitative Erneuerung bestehender Siedlungs- und Infrastrukturen. Das Überbauen von Kulturland wird künftig zum Ausnahmefall, das Bauen im Bestand zur Regel werden müssen. Bestehende Stadt- und Gebäudestrukturen gilt es zu transformieren, weiterzuentwickeln, wiederzuwerten und aufzuwerten. Das Planen und Bauen im sozialen, physischen, konstruktiven und infrastrukturellen Bestand bedeutet eine Herausforderung für die Methoden und Instrumente von Architektur und Raumentwicklung.

Module SS 2018

The main objective is to provide opportunities of engagement at a high level of research development, and of networking at international conferences. The focus is on presenting and arguing the PhD candidates' research in a competitive and international scientific environment. Paper submissions are to be vetted through an expert academic committee. This module is to develop the communicative competence of candidates. Students participating in this module will find themselves in an internationally acknowledged conference in architecture and planning suitable to their area of focus. They will receive critical comments and feedback on their research project by experienced faculty members, conference delegates and other student participants.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations
Doctoral students in Architecture and Planning require reflection of the epistemological and ontological foundations of their research projects; as well as experience in the use of qualitative research methods. The individually tutored, research-based investigative project will complement the module Research Design; it is tailored to the needs of the individual student and covers a selection of the following and other related topics:
  • Research design
  • Theoretical frameworks and epistemological approaches in architecture and planning
  • Qualitative research methods
  • Inquiry by design and action research
  • Interdisciplinary research strategies
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on three pillars:

  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

Module WS 2017/2018

The doctoral consortium is an opportunity to sharpen and deepen both focus and methods of research, supervised by a group of external professors and/or advisors. It is designed to foster the presentational, critical and discursive skills in a group of international peers. By submitting their work-in-progress and interim results to an international doctoral consortium candidates also learn how to position their work in a competitive research environment.
Applications are refereed through an academic committee. Participants benefit from understanding others' experiences and results and receive valuable feedback from consortium chairs and other participants. A joint publication is to result from a consortium. A doctoral consortium will take the form of a multi-institution and often international seminar, workshop or summer school - an example can be found on www.dokonara.org, the consortium on sustainable spatial development our University participates in each year.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations
Details with Schedule

Role of the module in the doctoral study plan
The module is required as a cross-faculty course in the preparation phase of the doctoral programs “Architecture and Planning” and “Business Economics”.

Description
Subject definition
This module supports formal research training at the doctoral level by focusing on fundamental aspects of research design, particularly through the lens of the special disciplines, styles of inquiry and cultures of learning at the University of Liechtenstein. It also helps to develop research management skills.
Research design describes 'the structure of any scientific work. It gives direction and systematizes the research. Different types of research designs have different advantages and disadvantages.'1 In technical terms a typical research design is a detailed outline of how an investigation will take place. A research design will typically include how data is to be collected, what instruments will be employed, how the instruments will be used and the intended means for analysing data collected.
Research management skills, or so called transferable skills, comprise the ability to manage projects, be self-motivated and autonomous, network internationally, to think analytically and to be creative, inquisitive and original. In combining both research design and management skills, the University of Liechtenstein aligns itself with aspirations of the League of European Research Universities (LERU). It calls for an innovative doctoral education that brings together cohorts of candidates and includes elements of professional development training. This combination nurtures a range of skills that help PhD candidates to be more effective in their research projects but also to nurture abilities that will be useful in their future lives and careers.

To provide a tailored program, the PhD students attend one topic of ‘Specialisation according to PhD study’ (4 taught lecture units). In addition to this, the PhD students select five topics from the pool of “General academic and technical skills” and participate in all of the topics from the pool “Personal and professional management skills”. The features of the series “Personal and professional management skills” are open lectures, and every interested staff member is invited to join and listen.

Specific academic and technical skills
  • Introduction to Research Design (mandatory: two taught units)
Specialisation according to PhD study

Mandatory: One topic from this group (four taught units per topic), according to the student’s focus area
  • Research Design for Business Process Management
  • Research Design for Finance
  • Research Design for Entrepreneurship
  • Research Design for Sustainable Building
  • Research Design for Sustainable Urban Design and Planning
  • Research Design for Architectural Theory

General academic and technical skills
Electives: Students have to select 5 topics from this group (two taught units per topic)
  • Use and types of Observations and Surveys
  • Intervention and Evaluation Research Design
  • Experimental Research Design
  • Correlational Research Design
  • Panel Data: Fixed and Random Effects
  • Big Data Skills
  • Literature Reviews
  • Concepts of Time-Series Econometrics
  • Inquiry by design
  • Round table Experience of tutors I
  • Round table Experience of tutors II
  • Round table Experience of PhD students I
  • Round table Experience of PhD students II


Personal and professional management skills
Mandatory (one taught unit per topic)
  • Ethics
  • Publication process
  • International doctoral exchange / PhD network
  • Project management
  • Intrapersonal & Self-leadership Skills
  • Interpersonal & Leadership Skills
  • Written & Oral Communication
  • Grant application process
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on three pillars:

  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.
Das Modul wird im Rahmen der Instituts-Vortragsreihe durchgeführt. Das Thema wird im HS 17/18 und SS 18 Transparenz sein. Experten verschiedener Disziplinen (Architektur, Städtebau, Landschaftsarchitektur, Konzeptkunst, Partizipationsforschung) reflektieren aus ihrem Blickwinkel buchstäbliche, übertragene und organisatorische Bedeutungsebenen des Transparenzbegriffs.

Module SS 2017

The main objective is to provide opportunities of engagement at a high level of research development, and of networking at international conferences. The focus is on presenting and arguing the PhD candidates' research in a competitive and international scientific environment. Paper submissions are to be vetted through an expert academic committee. This module is to develop the communicative competence of candidates. Students participating in this module will find themselves in an internationally acknowledged conference in architecture and planning suitable to their area of focus. They will receive critical comments and feedback on their research project by experienced faculty members, conference delegates and other student participants.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations
Doctoral students in Architecture and Planning require in-depth knowledge in epistemology and ontology as well as an applicable base of research methods and design methodical tools. The individually tutored, recherche based investigative project will complement the module Research Design, and be tailored to the needs of the individual students and cover a selection of the following and other related topics:
  • Theories of design in architecture and urban planning
  • Form values in history
  • Normative approaches to the theory of spatial quality
  • Research design and the use of theory in architecture and planning
  • Inquiry by design
  • Interdisciplinary research in design and planning
  • Research projects with industrial and government partners in he built environment
  • Action research in planning and environmental studies
  • Project design / design project
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on four pillars:

  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

Module WS 2016/2017

The doctoral consortium is an opportunity to sharpen and deepen both focus and methods of research, supervised by a group of external professors and/or advisors. It is designed to foster the presentational, critical and discursive skills in a group of international peers. By submitting their work-in-progress and interim results to an international doctoral consortium candidates also learn how to position their work in a competitive research environment.
Applications are refereed through an academic committee. Participants benefit from understanding others' experiences and results and receive valuable feedback from consortium chairs and other participants. A joint publication is to result from a consortium. A doctoral consortium will take the form of a multi-institution and often international seminar, workshop or summer school - an example can be found on www.dokonara.org, the consortium on sustainable spatial development our University participates in each year.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations
Details with Schedule

Role of the module in the doctoral study plan
The module is required as a cross-faculty course in the preparation phase of the doctoral programs “Architecture and Planning” and “Business Economics”.

Description
Subject definition
This module supports formal research training at the doctoral level by focusing on fundamental aspects of research design, particularly through the lens of the special disciplines, styles of inquiry and cultures of learning at the University of Liechtenstein. It also helps to develop research management skills.
Research design describes 'the structure of any scientific work. It gives direction and systematizes the research. Different types of research designs have different advantages and disadvantages.'1 In technical terms a typical research design is a detailed outline of how an investigation will take place. A research design will typically include how data is to be collected, what instruments will be employed, how the instruments will be used and the intended means for analysing data collected.
Research management skills, or so called transferable skills, comprise the ability to manage projects, be self-motivated and autonomous, network internationally, to think analytically and to be creative, inquisitive and original. In combining both research design and management skills, the University of Liechtenstein aligns itself with aspirations of the League of European Research Universities (LERU). It calls for an innovative doctoral education that brings together cohorts of candidates and includes elements of professional development training. This combination nurtures a range of skills that help PhD candidates to be more effective in their research projects but also to nurture abilities that will be useful in their future lives and careers.

To provide a tailored program, the PhD students attend one topic of ‘Specialisation according to PhD study’ (4 taught lecture units). In addition to this, the PhD students select five topics from the pool of “General academic and technical skills” and participate in all of the topics from the pool “Personal and professional management skills”. The features of the series “Personal and professional management skills” are open lectures, and every interested staff member is invited to join and listen.

Specific academic and technical skills
  • Introduction to Research Design (mandatory: two taught units)
Specialisation according to PhD study

Mandatory: One topic from this group (four taught units per topic), according to the student’s focus area
  • Research Design for Business Process Management
  • Research Design for Finance
  • Research Design for Entrepreneurship
  • Research Design for Sustainable Building
  • Research Design for Sustainable Urban Design and Planning
  • Research Design for Architectural Theory

General academic and technical skills
Electives: Students have to select 5 topics from this group (two taught units per topic)
  • Experimental Research Design
  • Concepts of Time-Series Econometrics
  • Panel Data: Fixed and Random Effects
  • Case Study Research and Action Research
  • Mixed Methods Approaches
  • Use and Types of Observations and Surveys
  • Literature Review
  • Big Data Skills
  • Community Research / Social Science for Built Environment
  • Energy and the Built Environment
  • Inquiry by Design

Personal and professional management skills
Mandatory (one taught unit per topic)
  • Personal Knowledge Management for PhD Students
  • Self-/Time-/Stress-Management
  • Leadership in Research
  • Project Management
  • Ethics
  • Publication Process
  • Grant Application Process
  • International Doctoral Exchange / PhD Network
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on four pillars:

  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.
This project-based, individually tutored module aims at fostering academic and reflective professional competencies. A reflective and critical understanding of theories of sustainability in Architecture, Planning and Development is developed by students in order to convey a solid background for better understanding the theoretical setting of their discipline.

Module SS 2016

The main objective is to provide opportunities of engagement at a high level of research development, and of networking at international conferences. The focus is on presenting and arguing the PhD candidates' research in a competitive and international scientific environment. Paper submissions are to be vetted through an expert academic committee. This module is to develop the communicative competence of candidates. Students participating in this module will find themselves in an internationally acknowledged conference in architecture and planning suitable to their area of focus. They will receive critical comments and feedback on their research project by experienced faculty members, conference delegates and other student participants.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations
Doctoral students in Architecture and Planning require in-depth knowledge in epistemology and ontology as well as an applicable base of research methods and design methodical tools. The individually tutored, recherche based investigative project will complement the module Research Design, and be tailored to the needs of the individual students and cover a selection of the following and other related topics:
  • Theories of design in architecture and urban planning
  • Form values in history
  • Normative approaches to the theory of spatial quality
  • Research design and the use of theory in architecture and planning
  • Inquiry by design
  • Interdisciplinary research in design and planning
  • Research projects with industrial and government partners in he built environment
  • Action research in planning and environmental studies
  • Project design / design project
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on four pillars:

  • Text Coaching:
    How to write academically: spelling, grammar, academic vocabulary, numbers, abbreviations, tables, figures, etc.
  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

During the course, students will maintain a blog which they will be feeding with weekly entries about their research activities and they will comment on two other PhD Students' blogs. This way, they will structure their thoughts and ideas and it will stimulate transparency and exchange about what they individually and what peer-students are working on. This will help learning how to give and receive feed-back, and it will be monitored by supervisors helping in giving individualised feed-back.

At the end of the course students will hand in a portfolio containing all the texts they have written and the blog entries and comments they will have made.

During the course, plenary speakers will be invited from various fields organising a workshop with students on particular issues of academic writing in genre-specific areas.

Module WS 2015/2016

The doctoral consortium is an opportunity to sharpen and deepen both focus and methods of research, supervised by a group of external professors and/or advisors. It is designed to foster the presentational, critical and discursive skills in a group of international peers. By submitting their work-in-progress and interim results to an international doctoral consortium candidates also learn how to position their work in a competitive research environment.
Applications are refereed through an academic committee. Participants benefit from understanding others' experiences and results and receive valuable feedback from consortium chairs and other participants. A joint publication is to result from a consortium. A doctoral consortium will take the form of a multi-institution and often international seminar, workshop or summer school - an example can be found on www.dokonara.org, the consortium on sustainable spatial development our University participates in each year.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations
Details with Schedule

Role of the module in the doctoral study plan
The module is required as a cross-faculty course in the preparation phase of the doctoral programs “Architecture and Planning” and “Business Economics”.

Description
Subject definition
This module supports formal research training at the doctoral level by focusing on fundamental aspects of research design, particularly through the lens of the special disciplines, styles of inquiry and cultures of learning at the University of Liechtenstein. It also helps to develop research management skills.
Research design describes 'the structure of any scientific work. It gives direction and systematizes the research. Different types of research designs have different advantages and disadvantages.'1 In technical terms a typical research design is a detailed outline of how an investigation will take place. A research design will typically include how data is to be collected, what instruments will be employed, how the instruments will be used and the intended means for analysing data collected.
Research management skills, or so called transferable skills, comprise the ability to manage projects, be self-motivated and autonomous, network internationally, to think analytically and to be creative, inquisitive and original. In combining both research design and management skills, the University of Liechtenstein aligns itself with aspirations of the League of European Research Universities (LERU). It calls for an innovative doctoral education that brings together cohorts of candidates and includes elements of professional development training. This combination nurtures a range of skills that help PhD candidates to be more effective in their research projects but also to nurture abilities that will be useful in their future lives and careers.

To provide a tailored program, the PhD students attend one topic of ‘Specialisation according to PhD study’ (4 taught lecture units). In addition to this, the PhD students select five topics from the pool of “General academic and technical skills” and participate in all of the topics from the pool “Personal and professional management skills”. The features of the series “Personal and professional management skills” are open lectures, and every interested staff member is invited to join and listen.

Specific academic and technical skills
  • Introduction to Research Design (mandatory: two taught units)
Specialisation according to PhD study

Mandatory: One topic from this group (four taught units per topic), according to the student’s focus area
  • Research Design for Business Process Management
  • Research Design for Finance
  • Research Design for Entrepreneurship
  • Research Design for Sustainable Building
  • Research Design for Sustainable Urban Design and Planning
  • Research Design for Architectural Theory

General academic and technical skills
Electives: Students have to select 5 topics from this group (two taught units per topic)
  • Experimental Research Design
  • Concepts of Time-Series Econometrics
  • Panel Data: Fixed and Random Effects
  • Case Study Research and Action Research
  • Mixed Methods Approaches
  • Use and Types of Observations and Surveys
  • Literature Review
  • Big Data Skills
  • Community Research / Social Science for Built Environment
  • Energy and the Built Environment
  • Inquiry by Design

Personal and professional management skills
Mandatory (one taught unit per topic)
  • Personal Knowledge Management for PhD Students
  • Self-/Time-/Stress-Management
  • Leadership in Research
  • Project Management
  • Ethics
  • Publication Process
  • Grant Application Process
  • International Doctoral Exchange / PhD Network
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on four pillars:

  • Text Coaching:
    How to write academically: spelling, grammar, academic vocabulary, numbers, abbreviations, tables, figures, etc.
  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

During the course, students will maintain a blog which they will be feeding with weekly entries about their research activities and they will comment on two other PhD Students' blogs. This way, they will structure their thoughts and ideas and it will stimulate transparency and exchange about what they individually and what peer-students are working on. This will help learning how to give and receive feed-back, and it will be monitored by supervisors helping in giving individualised feed-back.

At the end of the course students will hand in a portfolio containing all the texts they have written and the blog entries and comments they will have made.

During the course, plenary speakers will be invited from various fields organising a workshop with students on particular issues of academic writing in genre-specific areas.
This project-based, individually tutored module aims at fostering academic and reflective professional competencies. A reflective and critical understanding of theories of sustainability in Architecture, Planning and Development is developed by students in order to convey a solid background for better understanding the theoretical setting of their discipline.

Module SS 2015

The main objective is to provide opportunities of engagement at a high level of research development, and of networking at international conferences. The focus is on presenting and arguing the PhD candidates' research in a competitive and international scientific environment. Paper submissions are to be vetted through an expert academic committee. This module is to develop the communicative competence of candidates. Students participating in this module will find themselves in an internationally acknowledged conference in architecture and planning suitable to their area of focus. They will receive critical comments and feedback on their research project by experienced faculty members, conference delegates and other student participants.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations
Doctoral students in Architecture and Planning require in-depth knowledge in epistemology and ontology as well as an applicable base of research methods and design methodical tools. The individually tutored, recherche based investigative project will complement the module Research Design, and be tailored to the needs of the individual students and cover a selection of the following and other related topics:
  • Theories of design in architecture and urban planning
  • Form values in history
  • Normative approaches to the theory of spatial quality
  • Research design and the use of theory in architecture and planning
  • Inquiry by design
  • Interdisciplinary research in design and planning
  • Research projects with industrial and government partners in he built environment
  • Action research in planning and environmental studies
  • Project design / design project
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on four pillars:

  • Text Coaching:
    How to write academically: spelling, grammar, academic vocabulary, numbers, abbreviations, tables, figures, etc.
  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

During the course, students will maintain a blog which they will be feeding with weekly entries about their research activities and they will comment on two other PhD Students' blogs. This way, they will structure their thoughts and ideas and it will stimulate transparency and exchange about what they individually and what peer-students are working on. This will help learning how to give and receive feed-back, and it will be monitored by supervisors helping in giving individualised feed-back.

At the end of the course students will hand in a portfolio containing all the texts they have written and the blog entries and comments they will have made.

During the course, plenary speakers will be invited from various fields organising a workshop with students on particular issues of academic writing in genre-specific areas.

Module WS 2014/2015

The doctoral consortium is an opportunity to sharpen and deepen both focus and methods of research, supervised by a group of external professors and/or advisors. It is designed to foster the presentational, critical and discursive skills in a group of international peers. By submitting their work-in-progress and interim results to an international doctoral consortium candidates also learn how to position their work in a competitive research environment.
Applications are refereed through an academic committee. Participants benefit from understanding others' experiences and results and receive valuable feedback from consortium chairs and other participants. A joint publication is to result from a consortium. A doctoral consortium will take the form of a multi-institution and often international seminar, workshop or summer school - an example can be found on www.dokonara.org, the consortium on sustainable spatial development our University participates in each year.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Implementing Provisions concerning the Doctorate Regulations
This module aims at supporting methodological competences of knowledge discovery and creation. In particular, students will be given a introductory overview of different research strategies and research methods to broaden their expertise and to assist them composing their own tailored research design.

The subjects that are likely to be covered include:
  • Research Design
  • Analytical and Experimental Evaluation of Research
  • Survey Research
  • Qualitative Methods
  • Case Study and Action Research
  • Mixed Methods Approach
  • Design Science Research
  • Theory Building
  • Literature Review
  • Research Methods for the Built Environment
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on four pillars:

  • Text Coaching:
    How to write academically: spelling, grammar, academic vocabulary, numbers, abbreviations, tables, figures, etc.
  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

During the course, students will maintain a blog which they will be feeding with weekly entries about their research activities and they will comment on two other PhD Students' blogs. This way, they will structure their thoughts and ideas and it will stimulate transparency and exchange about what they individually and what peer-students are working on. This will help learning how to give and receive feed-back, and it will be monitored by supervisors helping in giving individualised feed-back.

At the end of the course students will hand in a portfolio containing all the texts they have written and the blog entries and comments they will have made.

During the course, plenary speakers will be invited from various fields organising a workshop with students on particular issues of academic writing in genre-specific areas.
This project-based, individually tutored module aims at fostering academic and reflective professional competencies. A reflective and critical understanding of theories of sustainability in Architecture, Planning and Development is developed by students in order to convey a solid background for better understanding the theoretical setting of their discipline.

Module SS 2014

The main objective is to provide opportunities of engagement at a high level of research development, and of networking at international conferences. The focus is on presenting and arguing the PhD candidates' research in a competitive and international scientific environment. Paper submissions are to be vetted through an expert academic committee. This module is to develop the communicative competence of candidates. Students participating in this module will find themselves in an internationally acknowledged conference in architecture and planning suitable to their area of focus. They will receive critical comments and feedback on their research project by experienced faculty members, conference delegates and other student participants.
The research proposal must include a description of the dissertation as a research agenda and of the methodical approach. In the colloquium on the research proposal, doctoral students shall present their dissertation project and provide reasons for their chosen approach.

Details are listed in the Regulatory Statutes for the Doctoral Degree Programme.
Doctoral students in Architecture and Planning require in-depth knowledge in epistemology and ontology as well as an applicable base of research methods and design methodical tools. The individually tutored, recherche based investigative project will complement the module Research Design, and be tailored to the needs of the individual students and cover a selection of the following and other related topics:
  • Theories of design in architecture and urban planning
  • Form values in history
  • Normative approaches to the theory of spatial quality
  • Research design and the use of theory in architecture and planning
  • Inquiry by design
  • Interdisciplinary research in design and planning
  • Research projects with industrial and government partners in he built environment
  • Action research in planning and environmental studies
  • Project design / design project
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on four pillars:

  • Text Coaching:
    How to write academically: spelling, grammar, academic vocabulary, numbers, abbreviations, tables, figures, etc.
  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

During the course, students will maintain a blog which they will be feeding with weekly entries about their research activities and they will comment on two other PhD Students' blogs. This way, they will structure their thoughts and ideas and it will stimulate transparency and exchange about what they individually and what peer-students are working on. This will help learning how to give and receive feed-back, and it will be monitored by supervisors helping in giving individualised feed-back.

At the end of the course students will hand in a portfolio containing all the texts they have written and the blog entries and comments they will have made.

During the course, plenary speakers will be invited from various fields organising a workshop with students on particular issues of academic writing in genre-specific areas.

Module WS 2013/2014

In the defence the doctoral students prove whether they have fulfilled the requirements of the dissertation.
The doctoral consortium is an opportunity to sharpen and deepen both focus and methods of research, supervised by a group of external professors and/or advisors. It is designed to foster the presentational, critical and discursive skills in a group of international peers. By submitting their work-in-progress and interim results to an international doctoral consortium candidates also learn how to position their work in a competitive research environment.
Applications are refereed through an academic committee. Participants benefit from understanding others' experiences and results and receive valuable feedback from consortium chairs and other participants. A joint publication is to result from a consortium. A doctoral consortium will take the form of a multi-institution and often international seminar, workshop or summer school - an example can be found on www.dokonara.org, the consortium on sustainable spatial development our University participates in each year.
In the research proposal, the dissertation project is to be described in the form of a research plan including details of the methodical approach. At the colloquium on the research proposal, the doctoral students present their thesis project and justify their methodical approach.

Details are listed in the Regulatory Statutes for the Doctoral Degree Programme.
This module aims at supporting methodological competences of knowledge discovery and creation. In particular, students will be given a introductory overview of different research strategies and research methods to broaden their expertise and to assist them composing their own tailored research design.

The subjects that are likely to be covered include:
  • Research Design
  • Analytical and Experimental Evaluation of Research
  • Survey Research
  • Qualitative Methods
  • Case Study and Action Research
  • Mixed Methods Approach
  • Design Science Research
  • Theory Building
  • Literature Review
  • Research Methods for the Built Environment
This course is designed to give first year PhD Students an aid for their academic endeavour. Just like in Research Design, the focus lies on methodological competences. At the same time, however, this course also aims at techniques rather than design strategies. The objective is to provide core compentences on how to craft a scientific text properly. Due to the concept of peer-monitoring applied in this course also social competencies will be trained.

During the first year students will be working on their academic writing style, they will be made familiar with normative writing styles and ways to publish tackling various kinds of genres, and they will help and learn from each other through peer-monitoring activities. As a base sample texts will be used and the texts students will be producing will be worked on. The course is built on four pillars:

  • Text Coaching:
    How to write academically: spelling, grammar, academic vocabulary, numbers, abbreviations, tables, figures, etc.
  • Knowledge Management:
    Working with databases, literature management softwares, etc.
  • Publishing:
    How to write and publish various genres: abstracts, research papers, articles, data commentaries, reviews, project proposals, formatting, etc.
  • Peer-Mentoring:
    Giving and receiving feed-back, presenting and reviewing, considering peer-feedback, joint writing activities, etc.

During the course, students will maintain a blog which they will be feeding with weekly entries about their research activities and they will comment on two other PhD Students' blogs. This way, they will structure their thoughts and ideas and it will stimulate transparency and exchange about what they individually and what peer-students are working on. This will help learning how to give and receive feed-back, and it will be monitored by supervisors helping in giving individualised feed-back.

At the end of the course students will hand in a portfolio containing all the texts they have written and the blog entries and comments they will have made.

During the course, plenary speakers will be invited from various fields organising a workshop with students on particular issues of academic writing in genre-specific areas.
This project-based, individually tutored module aims at fostering academic and reflective professional competencies. A reflective and critical understanding of theories of sustainability in Architecture, Planning and Development is developed by students in order to convey a solid background for better understanding the theoretical setting of their discipline.