Courses

This bachelor course provides students an opportunity to come up with their own entrepreneurial solution to a challenging problem from a corporate partner. Students will learn to actively collaborate and communicate in groups while fostering their creativity skills with different creativity methods and techniques. Students are incentivized to iteratively improve their idea throughout the course as part of a creativity-centred group process while receiving feedback from the lecturers and praxis partners. 

This course aims to ensure that students will acquire a deep understanding of creativity as an independent concept. Students will learn how to comprehend, evaluate, foster, apply, and master creativity in the context of new venture ideation. Students will also gain heightened sensitivity into their own creative skills and they will be provided with insights into leadership tasks and required skills in creative contexts through a variety of guest lectures from industry experts, startup founders and other business leaders, with a particular emphasis on startup and new venture leadership.

This course takes place in collaboration with UN staff. Students innovate on grand challenges identified by the UN and learn how to apply a scientific approach to problem-solving. The focus lies on utilizing research to improve business, industry, and policy-level responses. The course is highly interactive and presents a unique opportunity to learn invaluable, entrepreneurial skills for innovating on grand challenges.

In this venture project, we concentrate on adversity (e.g., SARS‑CoV‑2 pandemic, the war in Ukraine, natural disasters) as anexternal enabler to new ventures. This means that adverse events may provide unique opportunities to ventures such as opportunities to apply new technologies, opportunities to address changes in sociocultural and economic behavior, etc. Building on the external enablement framework of new venture creation in this course, students learn how new ventures help communities to fight adversity by exploiting emerging opportunities. In addition, by actively participating in solving the challenges the ventures encounter, students will get an immersive experience of how entrepreneurship can help to solve societal grand challenges.

In this course, students virtually fly to another planet by using VR technologies. The main course exercise called “Planet B” entails traveling virtually to Mars, ideating responsible solutions for challenges in this alternate reality, and deriving valuable lessons for planet earth. On their way to and upon arrival at Mars, students face a series of challenges, from designing a viable governance structure to responsibly allocating the natural resources on the planet. They use the lessons learned and apply them from Planet B to Earth. The course happens in close collaboration with CERN’s IdeaSquare. As part of the course program, the students visit the IdeaSquare in Geneva for a two‑day design sprint.

In this course, students will gain an understanding what social entrepreneurship is and how to pursue it. Working in teams, students will be developing social business ideas from scratch and design a suitable business model for their ideas. They will also learn how to communicate their business ideas with social impact and how to acquire resources to set up social businesses.

In this course, students will gain an understanding what social entrepreneurship is and how to pursue it. Working in teams, students will be developing social business ideas from scratch and design a suitable business model for their ideas. They will also learn how to communicate their business ideas with social impact and how to acquire resources to set up social businesses. In addition, as this course takes place in Singapore, students will develop some first insights into the social entrepreneurship ecosystem in Southeast Asia, meet local social entrepreneurs, and deep dive into live cases.

This course is a part of the doctoral program ʺMethods in Experimental Researchʺ (MER). MER aims to build up and develop the methodological competence of doctoral students in the humanities and social sciences on organizing, implementing and analyzing human behavior experiments.
MER is aimed at doctoral students who wish to establish causality in their research in situations where a pure correlational analysis is not sufficient. The experimental method is an advanced approach to scientific work. MER requires that doctoral students have a basic understanding of the scientific method. Nevertheless, MER is a program that supports interested doctoral students across all disciplines who are interested in experimental methods for behavioral research and who wish to further develop their methodological competence in this subject.
MER consists of two successive courses/modules taking place in the fall and spring semester, respectively:

• “Basics in Experimental Research” (Autumn)

• "Workshop Series in Experimental Research Tools" (Spring)

The spring course, ʺWorkshop Series in Experimental Research Toolsʺ, provides doctoral students with the opportunity to learn about and successfully apply different biometric experimental tools. This course is very hands-on. Students will be expected to apply a method at each workshop. At the end of the course, students are expected to have a good understanding of different biometrical experimental research tolls (e.g., eye tracking) and how to apply them. We will be using iMotions biometric research platform and related tools in this course. You are welcome to the Spring course without first taking the Autumn course, and you can also decide to take just one of the courses.

This course explores how AI can be used to augment human researchers working in organization science – which is broadly relevant to multiple research domains such as management, strategy, OB and entrepreneurship.

Today, AI technology can help us with each of these components – ranging from measurement to create data, finding robust patterns, synthesizing possible explanations, deriving logical implications of a theory as well as checking internal consistency of an existing theory.

This raises exciting opportunities, as well as troubling questions about the ethicality of using these technologies as well as about the distinctive advantage of humans in the research process. Rather than shy away from these questions, the discussion in this course will aim to address them, also soliciting inputs from scholars around the world who are working at the intersection of AI and organizations.

This course focuses on the different ways and forms through which scientific research is communicated. Departing from the participants’ ongoing research projects, this course provides the tools and opportunities to develop and practice the skills needed to communicate research. This course offers a range of opportunities, from traditional scientific article writing to podcasts and much more in between. To facilitate the selection of communication channel to be selected, and to give participants insights into their own position in the academic field, the different logics and career paths in academia will be critically discussed. Participants will gain more knowledge about their own position, their opportunities, and how to reach their goals.

1. To position oneself in the field of one’s research and different career options
2. Identify one’s research perspective/paradigm and how to best communicate it
3. To familiarize oneself with different ways to communicate research to scientific and non-specialist audiences

Taught by Prof. Dr. Jamie Gloor and Prof. Dr. Patrik Aspers 

Leaders play a key role in the context of human-induced grand challenges such as inequality and climate change. For example, CEOs directly influence approximately 30% of their company’s sustainability performance. But leaders can come in various forms—in contexts from policy makers to politicians to middle managers and CSOs (Corporate Sustainability Officers). This interactive, interdisciplinary course blends science and practice on leadership, focused on the Sustainable Development Goals (SDGs).

Given the broad applicability of the topic and course contents, students with various career aims (e.g., business/practice, academia) and from various backgrounds (e.g., business, economics, informatics, psychology, sociology, finance, etc.) can learn and benefit from the course. After successful participation, students can:

1. Describe sustainable/responsible leadership and its key behaviors
2. Outline the opportunities and challenges of sustainable/responsible leadership
3. Apply sustainable/responsible leadership to an SDG of the students’ interest

Taught by Prof. Dr. Jamie Gloor

This course focuses on the different ways and forms through which scientific research is communicated. Departing from the participants’ ongoing research projects, this course provides the tools and opportunities to develop and practice the skills needed to communicate research. This course offers a range of opportunities, from traditional scientific article writing to podcasts and much more in between. To facilitate the selection of communication channel to be selected, and to give participants insights into their own position in the academic field, the different logics and career paths in academia will be critically discussed. Participants will gain more knowledge about their own position, their opportunities, and how to reach their goals.

1. To position oneself in the field of one’s research and different career options
2. Identify one’s research perspective/paradigm and how to best communicate it
3. To familiarize oneself with different ways to communicate research to scientific and non-specialist audiences

Taught by Prof. Dr. Jamie Gloor with Prof. Dr. Patrik Aspers

Every person is similar - and different - from every other person, part of the beauty of human diversity. However, as early as childhood, these differences are often used against us, and kids can be bullied or teased because of everything from being taller (or shorter), having red hair, etc. Because allies or active bystanders are more helpful than the victims in intervening and interrupting such actions, we will discuss what we can do and learn a song to remind us to to be good friends. This talk is based on the newest research (some from Prof. Gloor's own research group) and delivered for ~400 schoolchildren. 

Presented by Prof. Dr. Jamie Gloor