2023, Kirch, Johannes, Eisenbart, Barbara, Wiesner, Heike, Schütze, Judith

In diesem Beitrag wird ein innovativer Ansatz zur genderbewussten Gestaltung von Lehre in der Aus- und Weiterbildung beschrieben, welche als Handreichung für das Lehren und Lernen an Hochschulen genutzt werden kann.

2019, Kirch, Johannes, Eisenbart, Barbara, Gómez Chova, Luis, López Martínez, Agustín, Candel Torres, Ignacio

Teaching entrepreneurship is an important mission of academic education. The digital age calls for digital skills of potential entrepreneurs. The potential of especially female entrepreneurs need to be exploited. To develop an ability to deal with entrepreneurial opportunities requires a transformation of didactics, pedagogy, and the university context. The EqualDigitalent initiative drafted and tested a master curriculum to foster entrepreneurship and digital skills in academic education under diversity aspects. Results of a four-step learning evaluation process are provided as well as improvement opportunities and learnings are derived. A distinct focus of this paper is to show comprehensive results and indications for possible adaptions of the overall master curriculum. For example, group projects increased students' ICT skills as well as their ability to work in heterogeneous work. Starting points for similar initiatives and future research directions are deduced.

2020, Appel, Margrit, Eisenbart, Barbara, Grisold, Andrea, Kirch, Johannes, Schein, Gerlinde, Tomenendal, Matthias, Schütze, Judith, Wiesner, Heike

Das vorliegende Werk ist eines der Ergebnisse des ERASMUS+ Projektes "Gender Equality in Digital Entrepreneurship" (EQUALdigitalent). Das Projekt wurde von vier internationalen Projektpartner*innen aus Liechtenstein, Österreich und Deutschland von September 2016 bis August 2019 in enger Kooperation durchgeführt: Universität Liechtenstein (Projektleitung), Hochschule für Wirtschaft und Recht Berlin, Katholische Sozialakademie Osterreichs sowie die Wirtschafts-Universität Wien. Hauptziel des Projekts war es, einen gendersensitiven, interdisziplinären Master-Studiengang „Gender Equality in Digital Entrepreneurship“ zu entwickeln und dabei bestimmte Lehrmodule zu testen. Das vorliegende "Master Curriculum" enthält das Studiengangprofil, den Begründungskontext, die Zielgruppe, die komplette Programmstruktur, die formalen Aspekte sowie den detaillierten Überblick anhand der 12 Modulbeschreibungen. Weitere Ergebnisse sind in vielfaltigen Publikationen verbreitet worden.

2019, Eisenbart, Barbara, Kirch, Johannes, Gómez Chova, Luis, López Martínez, Augustín, Candel Torres, Ignacio

Since information is increasingly digitalized, digital innovation combines a physical solution with a digital aspect. The concept of digital innovation includes three types of innovation – product and process innovation as well as business model innovation. Our paper shows how students developed innovative solutions for real-life business problems through applying technologies of Augmented Reality (AR) or Virtual Reality (VR) in a Master course on digital innovation. Contributions explored the possible role of these digital technologies and developed new types of business solutions, which were evaluated regarding innovativeness and usefulness. For the project work, diverse student teams were built considering a mixture of nationality, gender, age, and educational background in order to foster different perspectives and enhance team results. Concluding our paper, results of a four-step learning evaluation process and its learnings are shown. Possible course adaptions and future research directions are discus

2019, Kirch, Johannes, Eisenbart, Barbara, Wiesner, Heike

The need for well-educated graduates as entrepreneurs of the future or with respect to transformative technology and digitalization calls for new learning formats. Our paper shows how two learning courses on teaching transformative technology and participation in undergraduate as well as graduate education have been developed, tested and evaluated. The two courses both incorporate co-creation and participative involvement, as well as real-life scenarios and a transparent feedback and documentation environment (wiki). Diversity and gender participation were supported through practical team experience, reflection loops, discussion about unconscious biases, as well as gender-wise correctly formulated teaching material and both female and male role models. In the following paper both courses will be contrasted with each other regarding overview on technology content and process, project work and didactics. Differences, as well as similarities, are shown and peculiarities are pointed out and discussed. The positive

2018, Kirch, Johannes, Eisenbart, Barbara

The developed master course “Digital Entrepreneurship and Leadership” (DBML) is based on three of five established core competencies for high potentials in a digital environment - interpersonal and strategic skills as well as citizenship behaviour. It combines modern teaching methods such as a “Digital Safari” with a distinct gender approach to tap current entrepreneurial gender imbalances. This paper illustrates the overall curriculum structure and different learning methods. Furthermore, the developed four-step learning evaluation process is shown, and evaluation results are discussed. The comprehensive learning design prepares future leaders for entrepreneurial activities in three different ways – whether dealing with startups (source of innovation, partnership), being intrapreneurs in larger corporations, or starting or participating in new ventures. The multi-method teaching approach promotes leadership capabilities and gender balance for the digital transformation.