wir846 - Project: Enterprise flexibility and flexible people (Complete module description)

After participation in the seminar

• the students know different methods and techniques of scientific work and can apply them successfully;
• the students are able to work in a research-oriented way;
• know the importance of theory building in the scientific process and can work independently with it;
• the students have in-depth knowledge of the project topic dealt with in each case with reference to organization and/or personnel;
• the students have the ability to establish a relationship between theory and practice, to critically examine it and to work out solutions;
• are able to place a specific question in the context of the scientific discussion in the field of organization and human resources and to situate, reflect and evaluate it accordingly;
• know the basics of empirical work and are able to independently collect qualitative/quantitative data, evaluate them, present the results and discuss them critically;
• are able to present their own research results, to document their findings in a scientific report according to the accepted rules of scientific work and to represent a point of view in the scientific debate in these subject areas.
• the students are able to find their way in complex learning situations and to work in a problem-oriented manner;
• the students are able to carry out independent research work in a team situation together with other students.

The module consists of four project courses and starts in the summer semester. Initially, the lecturers provide a (changing) framework topic from the field of management, organization and personnel (e.g. cooperation and company networks, flexibilization of working conditions, corporate health management). Topics of current research projects of the chair are also included. The individual topics within the framework question are then the subject of student participation. In concrete terms, this means that the lecturers give the students suggestions and initiate topic-finding processes, e.g. by means of metaphor-supported moderation. Work is done alternately in plenary sessions and in small groups under the supervision of the teachers. The project topics are worked on in greater depth in the small student groups.

For methodological-didactic reasons, it is essential that the module runs over two semesters. In the first semester, the theoretical-conceptual basics are worked out, main topics are explored, the basics of empirical work are taught and the course is set for the empirical element to be worked on in small groups. First (especially theoretical-conceptual) results as well as concretizations of the empirical project are presented by the students. The second semester is used to deepen the knowledge and application of empirical work, to work on the empirical part and to write a final scientific report. The results are also presented to the plenary session.

Literature (excerpt):
 

Baur, N.; Blasius, J. (2019), Handbuch Methoden der empirischen Sozialforschung, 2. Auflage, Wiesbaden: Springer VS.

Bogner, A. (2014), Interviews mit Experten: Eine praxisorientierte Einführung, Wiesbaden: Springer VS.

Diekmann, A. (2018), Empirische Sozialforschung: Grundlagen, Methoden, Anwendungen, 12. Auflage, Reinbek: Rowohlt.

Flick, U. (2017): Qualitative Sozialforschung: eine Einführung, 8. Auflage, Reinbek: Rowohlt.

Helfferich, C. (2011), Die Qualität qualitativer Daten: Manual für die Durchführung qualitativer Interviews, 4. Auflage, Wiesbaden: Springer VS.

Kaiser, R. (2014), Qualitative Experteninterviews: Konzeptionelle Grundlagen und praktische Durchführung, Wiesbaden: Springer VS.

Kuckartz, U. (2020), Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung, Weinheim: Beltz Verlagsgruppe.

Siegfried Lamnek, S., Krell, C. (2016), Qualitative Sozialforschung: mit Online-Material, 6., überarbeitete Auflage, Weinheim, Basel: Beltz.