Block Seminars

22B9031

Bachelor

German, English

5.0

winter- and summerterm

1 semester

The block Seminars offers a special teaching format in which students can complete excursions and practical explorations, group and experiential learning opportunities as well as subject-specific topics. The aim of the courses is to be open to all students of the faculty or university wherever possible and to support an interdisciplinary transfer of the content taught.

Are designed and taught depending on the respective subject area of the course of this module designed and taught.

The total workload for the module is 150 hours (see also "ECTS credit points and grading").

• Regular participation

The courses of the module conclude with an ungraded examination, which is usually completed at the end of the course or block week (and in the sense of the workshop character of this teaching format is worked out during the course). Regular attendance in accordance with Section 7a (2) of the ATPO of Osnabrück University of Applied Sciences can be considered as a form of examination.

5 ECTS credit points are awarded for successfully passing the module examination - this corresponds to two block weeks. The module examination is passed if the listed ungraded examination performance is passed. The assessment of the examinations
is graded as "passed" or "failed" in accordance with § 10 ATPO of Osnabrück University of Applied Sciences.

Regular participation in two block courses, at least one of which must be international. Regular participation in an international summer university abroad (credited with 5 ECTS) replaces participation in two block courses.

The module consists of two courses. One course comprises 2 SWS, i.e. 22 hours, which are usually taught on 4-5 days of the block week scheduled in the semester. This overall time frame can be handled didactically flexibly by the lecturers (in terms of learning location, form and methods).

No prerequisites for participation in the selected course.

In the respective course, lecturers can set tasks (e.g. reading or topic-related work tasks) as preparation.
work tasks) can be set by teachers as preparation.

Students can expand special, subject-related and subject-specific content and also include subject areas outside the subject areas of the degree program they are enrolled in. They recognize the relevant technical contexts and professional requirements and are able to implement the related analysis, conception and action in an extended form (variability through broadening knowledge).

Students can deepen their knowledge of special subject areas beyond their own discipline and reflect on relevant problems and issues on the basis of current specialist debates, research findings and development processes in practice.

Students can reflect on the expanded and deepened areas of knowledge, analyze them in relation to the situation and derive professional judgments from them. They learn to recognize, describe and explain problems, develop solutions and adapt methodological approaches accordingly. Furthermore, they practice a critical attitude towards specialist knowledge, forms of discourse and positions.

Students are able to research, combine, evaluate and interpret elements of knowledge in a subject area. They carry out application-related projects and tasks, explore and test solutions and engage in independent learning processes (individually and in groups).

Students are able to derive research and development questions from the study of subject areas, formulate them in a well-founded manner, concretize (operationalize) them and apply methods. They are also able to discuss and report on their approach, the range of topics, research and development goals and reflect on them in an academic discourse.

Students are able to engage in a discourse based on their subject-specific knowledge acquisition, discussing and clarifying with (subject-related and non-subject-related) persons, guests, lecturers and participating students. The
Reflecting on learning processes and subject content in the group and presenting learning outcomes are also objectives in this area.

Students will be able to expand their professional profile shaped by the course they have taken, broaden the spectrum of professional characteristics, assess, expand and deepen their skills. In doing so, they can critically analyze their professional actions and
reflect critically on their professional actions and self-image in the context of their chosen subject area with regard to social issues.

The module is not directly related to other modules of a degree program in terms of curriculum or didactics, as it is intended to provide an interdisciplinary, practical and experiential learning framework in an optional form. Students can choose both in-depth and interdisciplinary topics that are not tied to any specific prerequisites. The aim is interest-oriented learning that expands knowledge and supports the development of one's own profile as an education for personality, career and society. In this special, variably customizable and thematically diverse
This special teaching and learning format (with the character of a topic and project workshop) is intended to give particular scope to this concern during the course of study.

• International Management, B.A.

• Maykus, Stephan

• Maykus, Stephan