Englischsprachige Lehrveranstaltungen

The course will discuss theoretical approaches to development. Afterwards it will focus on the current political changes and turmoils. Based on a critical analysis of contemporary politics, it will then analyse various topics of development studies (Political Economy, Development State, Natural Resources and Development, Sustainable Development and SDGs, Social Development; Peace and Development etc.)

The aim of this seminar is to analyze the differences and interconnections between individual rights and socio-economic rights from a comparative legal perspective.
During the course, participants will explore how various legal systems recognize, interpret, and enforce both categories of human rights. Particular emphasis will be placed on comparing the legal approaches in selected countries, especially European Union states. Both the common features and the key differences will be discussed, from the perspectives of legal theory and judicial practice.
The seminar seeks to demonstrate that, although civil and political rights have traditionally been regarded as “negative” rights (requiring the state to refrain from interference), and socio-economic rights as “positive” rights (requiring active measures and services by the state), modern legal systems increasingly acknowledge their interdependence and complementarity.
The final objective is to prepare a written paper in the form of a comparative legal analysis, presenting how these rights function in at least two different legal systems, including the legal system of the student’s home country.

1. Semesterhälfte (in der 2. Semesterhälfte findet Public International Law III statt)
Anmeldeverfahren im Nebenfach Völkerrecht zur begleitenden AG über StudIP: https://studip.uni-giessen.de/dispatch.php/course/details?sem_id=e3b0ba5f44b62eba096e2c25f8a62f8d&again=yes

The last 30 years have seen an unprecedented rise of constitutionalism in the world. Part of this development has been the expansion of constitutional review, i.e. the power given to courts to strike down (parliamentary) laws if they violate the constitution. Though constitutional review often seems natural to us today and a necessity in any Rechtsstaat, it is in reality a rather new thing and not a self-evident power of courts at all. This course provides an overview of the rise of and development of constitutional courts and constitutional review in a range of different legal systems, starting with the United States where constitutional review is until today fairly contested and the Supreme Court is undergoing a major legitimacy crisis at the moment. We try to understand the development of US constitutionalism from a historical perspective, encountering landmark decisions like Dred Scott, Lochner, Brown v. Board of Education, Roe v. Wade and others. Secondly we move to Germany but with a focus not on doctrine (Dogmatik) but on the evolution of constitutional review here and the role of the German Constitutional Court over the last decades. Finally, we turn to South Africa as an example for a more recent constitution which has borrowed from the German and whose constitutionalism shares with the German the need for overcoming an evil past. South Africa is also one of the internationally most admired examples of constitutionalism to date, with an active constitutional court with a comparatively progressive jurisprudence.

The class pursues 3 objectives: 1. to give German students the opportunity to see German constitutionalism in comparison to other countries and offer them new perspectives on the world outside Germany, 2. to help practice your English by engaging in conversations in class and 3. to offer Erasmus and other visiting students an introduction to German constitutionalism from a broader comparative perspective.

2. Semesterhälfte

For M.Sc. EGR students who have not yet completed Research Project 1

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

The course Advanced Econometrics introduces to current econometric methods. Lecture and exercise classes will be given in English.
The content of the course will be presented at intermediate to advanced formal level and will provide a good methodological base both for applied work and more specific econometric methods. Students will learn about potential and limitations of selected methods. Applications will focus mainly, but not exclusively, on examples from microeconomics including cross-sectional and panel analyses as well as on the specific methods for modelling discrete and limited dependent variables. The lecture will also provide references to current literature in applied econometrics and econometrics.
It is assumed that participants possess some basic knowledge of statistical concepts, in particular regarding estimation and testing.
The course will be followed in the summer term by one which adds content on time series econometrics and computer based methods and has a stronger focus on application of these econometric methods.
The course will take place in presence.

Der Kurs Advanced Econometrics bietet eine Einführung in die aktuellen ökonometrischen Methoden. Die Vorlesung und Übung werden auf Englisch gehalten, um auch internationalen Studierenden die Teilnahme zu ermöglichen.

Die Inhalte werden auf einem mittleren bis fortgeschrittenem formalen Niveau präsentiert und bieten eine solide methodische Grundlage für die angewandte Wirtschaftsforschung als auch für speziellere Methoden. Die Studierenden lernen die Möglichkeiten der verschiedenen Methoden, aber auch deren Grenzen kennen. Im Hinblick auf die Anwendungsgebiete konzentriert sich dieser Kurs auf die Mikroökonomie, z.B. auf die Modellierung von Querschnitts- und Paneldaten einschließlich der Fälle von diskreten und begrenzt abhängigen Variablen. Im Kurs werden die Studierenden auch in Berührung mit aktueller Literatur der angewandten Ökonomie und Ökonometrie kommen.

Es wird vorausgesetzt, dass die Teilnehmenden über Grundkenntnisse der Statistik, vor allem im Bereich Schätzen und Testen verfügen.

Im Anschluss an diesen Kurs können Studierende das Modul Zeitreihenökonometrie und computergestützte Verfahren besuchen, das sich auf die praxisorientierte ökonometrische Modellierung von Zeitreihen konzentriert.

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

The course Advanced Econometrics introduces to current econometric methods. Lecture and exercise classes will be given in English.
The content of the course will be presented at intermediate to advanced formal level and will provide a good methodological base both for applied work and more specific econometric methods. Students will learn about potential and limitations of selected methods. Applications will focus mainly, but not exclusively, on examples from microeconomics including cross-sectional and panel analyses as well as on the specific methods for modelling discrete and limited dependent variables. The lecture will also provide references to current literature in applied econometrics and econometrics.
It is assumed that participants possess some basic knowledge of statistical concepts, in particular regarding estimation and testing.
The course will be followed in the summer term by one which adds content on time series econometrics and computer based methods and has a stronger focus on application of these econometric methods.
The course will take place in presence.

Der Kurs Advanced Econometrics bietet eine Einführung in die aktuellen ökonometrischen Methoden. Die Vorlesung und Übung werden auf Englisch gehalten, um auch internationalen Studierenden die Teilnahme zu ermöglichen.

Die Inhalte werden auf einem mittleren bis fortgeschrittenem formalen Niveau präsentiert und bieten eine solide methodische Grundlage für die angewandte Wirtschaftsforschung als auch für speziellere Methoden. Die Studierenden lernen die Möglichkeiten der verschiedenen Methoden, aber auch deren Grenzen kennen. Im Hinblick auf die Anwendungsgebiete konzentriert sich dieser Kurs auf die Mikroökonomie, z.B. auf die Modellierung von Querschnitts- und Paneldaten einschließlich der Fälle von diskreten und begrenzt abhängigen Variablen. Im Kurs werden die Studierenden auch in Berührung mit aktueller Literatur der angewandten Ökonomie und Ökonometrie kommen.

Es wird vorausgesetzt, dass die Teilnehmenden über Grundkenntnisse der Statistik, vor allem im Bereich Schätzen und Testen verfügen.

Im Anschluss an diesen Kurs können Studierende das Modul Zeitreihenökonometrie und computergestützte Verfahren besuchen, das sich auf die praxisorientierte ökonometrische Modellierung von Zeitreihen konzentriert.

Die Veranstaltung findet in Präsenz statt.

Link zu JLUMaps:
https://www.uni-giessen.de/JLUmaps/?id=167813&lang=de

Diese Veranstaltung ist zulassungsbeschränkt mit einer maximalen Teilnehmerzahl von 20 Personen.
Die Teilnehmerauswahl erfolgt jeweils im vorausgegangenen Juli über schriftliche Bewerbungen.

In dieser Veranstaltung werden erfolgskritische Aspekte des modernen Marketing- und Vertriebsmanagements vertieft. Die Veranstaltung setzt sich aus den folgenden beiden Teil-Veranstaltungen "Marketing und Vertrieb in einer digitalen Welt" und "Verhandeln und Verkaufen" zusammen.
Der Übungsteil der Veranstaltung bezieht sich auf den Teil "Verhandeln und Verkaufen".
Effektives Verhandeln und das „Verkaufen“ der eigenen Ideen ist eine Kernkompetenz erfolgreicher Manager. Die Veranstaltung vermittelt die erforderlichen Kenntnisse und Fähigkeiten für eine effektive Verhandlungsführung. Die Vermittlung aktueller Theorien, Konzepte und Methoden zum Verhandeln und Verkaufen werden durch Übungseinheiten und Rollenspiele unterstützt. Auf diese Weise werden Verkaufs - und Verhandlungskompetenzen erworben, die in der späteren Berufspraxis flexibel an unterschiedliche Verhandlungssituationen angepasst werden können.

Diese Veranstaltung ist zulassungsbeschränkt mit einer maximalen Teilnehmerzahl von 20 Personen.
Ein Platz in der Veranstaltung kann nicht garantiert werden.

In dieser Veranstaltung werden erfolgskritische Aspekte des modernen Marketing- und Vertriebsmanagements vertieft.
In dieser Veranstaltung werden erfolgskritische Aspekte des modernen Marketing- und Vertriebsmanagements vertieft. Die Veranstaltung setzt sich aus den folgenden beiden Teil-Veranstaltungen "Marketing und Vertrieb in einer digitalen Welt" und "Verhandeln und Verkaufen" zusammen.
Der Vorlesungsteil der Veranstaltung bezieht sich auf dern Teilaspekt "Marketing und Vertrieb in einer digitalen Welt".
Die Digitalisierung bietet Unternehmen völlig neue Chancen, aber auch vielfältige Bedrohungen. Ziel dieser Veranstaltung ist ein vertieftes Verständnis der Möglichkeiten der Digitalisierung für eine effektive marktorientierte Unternehmensführung. Dazu wird aus einer Marketing- und Vertriebsperspektive behandelt, wie Unternehmen die Digitalisierung für ihren Marktauftritt (z.B. innovative Produkte und Dienstleistungen) sowie ihre externen und internen Prozesse (z.B. Wertschöpfungsnetzwerke, Kollaboration) nutzen können.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur



The course gives and overview of various fields of modern macroeconomics. We extensively use the intertemporal model of consumption smoothing, which we extend to include capital and an endogenous labor supply decision. The implications of the resulting Real Business Cycle model will be contrasted with empirically observed stylized facts. Finally, nominal rigidities and monopolistic competition are introduced to study the role of monetary policy. The course also addresses the intersection of macroeconomics and finance, i.e. asset pricing, financial frictions and financial instability.

Module codes: 02-BWL/VWL:MSc-B11-Extra2
Course format: Lecture (6 CP)
Lecturer: Prof. Dr. Nicolas Pröllochs (BWL XI)
Term: Summer semester
Language: English
Grading: oral examination (presentation)

The course will consist of a blend of in-person and digital sessions ("Präsenz mit digitalen Anteilen")

***Course description***
Artificial Intelligence (AI) is transforming businesses by unlocking new opportunities for efficiency and data-driven decision-making. The master’s course on “Applied AI” provides students with an overview of the field of AI with a focus on real-world applications. Students will learn the end-to-end process of preparing data, implementing machine learning models, and evaluating their performance. The course will provide hands-on coding examples, equipping students with the necessary skills to implement these techniques independently. At the end of the course, participants will be familiar with the most important concepts, principles, algorithms, and challenges in applied AI.

The main objectives of this course are to:
1) Understand the basic concepts of AI and machine learning and their relevance in business contexts
2) Obtain an overview of different methods, algorithms, and software tools for applied AI
3) Learn how to train and evaluate AI methods on real-world datasets
4) Understand limits and challenges associated with contemporary AI methods, including ethical considerations and biases

***Term project & grading***
Grading will be based on an oral presentation, which will report on the results of a term project conducted throughout the semester. The assignments will consist of a specific problem from applied AI (e.g., applying a machine learning method on a given dataset). Students will be provided with an assignment at the beginning of the semester and may work on their projects individually or in small groups. Assignments will be tailored to students’ interests and expertise. Basic experience in computer programming (e.g., in R, Python) is desirable but not mandatory.

***Registration***
The number of participants is limited to a maximum number of 24 students. Please register for the course by sending an e-mail to datascience@wirtschaft.uni-giessen.de. Please attach your current transcript of records (FlexNow printout) and a short (max 50 – 100 words) motivational statement (optional). If more than 24 students apply, participants will be selected based on their previous grades and/or their motivational statement. The application deadline is 14th April 2025.

For further information, please check the course information on the chair's website: https://www.uni-giessen.de/de/fbz/fb02/fb/professuren/bwl/data-science-digitalisierung/lehre

________
Information vom Prüfungsamt:
Das Modul kann in folgende Bereiche eingebracht werden:
MASTER BWL/VWL:
☒ Business Administration, ☒ Economics, ☒ Management, ☒ Finance and Accounting, ☒ Datenökonomie, ☒ Minor.
MASTER AFS:
☒ Major, ☒ Minor.
MASTER EGR:
☒ Major, ☒ Minor.

Struktur: Vorlesung mit integrierter Übung
Turnus: Wintersemester
Credits: 6 CP
Modulcode: 02-BWL:MSc-F-B6-1
Sprache: Englisch
Prüfungsform: Term Paper oder Klausur
Typ: Präsenzveranstaltung

Beschreibung:
Ziel der Vorlesung ist es, die Studierenden mit der Anwendung finanzwirtschaftlicher Analysemethoden vertraut zu machen. Im Mittelpunkt stehen die wesentlichen Entscheidungen des Finanzvorstands eines Unternehmens wie Investitions- und Finanzierungswahl oder Ausschüttungsentscheidungen. Anhand unterschiedlicher Fallbeispiele sowie aktueller Unternehmensereignisse sollen die Studierenden unmittelbar in die Lage versetzt werden, relevante Entscheidungssituationen zu erfassen, mögliche Lösungsansätze zu analysieren um so die Finanzierungsstrategie eines Unternehmens nachzuvollziehen. Die Vorlesung schließt mit einer Unternehmens-Bewertung und einer Analyse möglicher Optimierungspotentiale. Im Rahmen einer integrierten Übung werden alle Vorlesungselemente an ausgewählten Unternehmen diskutiert. Dabei werden sowohl kapitalmarkt-notierte wie private Unternehmen aus unterschiedlichen Ländern und Industrien betrachtet.

Competition Policy and Strategy
Structure: Lecture + Tutorial
Credits: 6 CP
Language: English
Required work: Final exam (87%) + Assignments (13%)
Lecturers: Univ.-Prof. Dr. Georg Götz

This course consists of three components:
First, the lectures are available as videos on Youtube. These lectures are pre-recorded and can be accessed on our economics2go channel (https://www.youtube.com/@Economics2Go , Playlist "Competition Policy and Strategy").

Second, there will be weekly assignments. The solutions to these assignments will also be made available on our Youtube channel by the end of each week.

Third, there will be a weekly open office hour (also online, via StudIP (BigBlueButton, to be accessed under the "Meetings" tab). In this, we can discuss any questions regarding the contents of the lectures or assignments.

Your grade for this course will be determined by a written exam at the end of the semester (details will be announced in the coming weeks). You also have the opportunity to earn points towards your final grade during the semester by solving the weekly assignments and submitting your solutions via ILIAS.

Normally, the course Competition Policy and Strategy is a summer semester course. But it will be conducted in an online only format in the winter semester 2024/25. There will be weekly online assignments that are based on a series of pre-recorded lectures. This is complemented by a digital weekly office hour.

Teilnehmerbeschränkt (30 TN)
Die Teilnehmerauswahl erfolgt Ende September. Zur Bewerbung senden Sie bitte eine Motivationsschreiben sowie Ihren Lebensauf bis zum 15. September an: alexander.haas@wirtschaft.uni-giessen.de

Teilnehmerbeschränkt (30 TN)
Die Teilnehmerauswahl erfolgt Ende September. Zur Bewerbung senden Sie bitte eine Motivationsschreiben sowie Ihren Lebensauf bis zum 20. September an: marketing@wirtschaft.uni-giessen.de

This course is offered twice a year, during the summer term as regular course in German
language in presence and during the winter term as virtual course in English language.
You can pass the corresponding module only once.

Lecture and exercise classes will be held online during the winter semester. The lecture
(asynchronous – slides with audio track) and some additional materials will be made
available via Ilias starting October 12th, 2026.

The exercise part will be offered in synchronous mode online via BigBlueButton (access
via StudIP → Meetings) on Tuesdays from 8:30 - 10:00 CET every other week starting
on October 20th, 2026. In addition, we offer appointments for virtual office hours between
the exercise dates (only based on students’ requests). You will find the corresponding
dates for the winter term 2026/27 on the last page of the syllabus before the start of the
term.

Link zu JLUMaps:
https://www.uni-giessen.de/JLUmaps/?id=167813&lang=de

Format: Tutorial
Offered: Winter semester, summer semester
Credits: 6 CP
Teaching language: English (B2 German required)
Asssessment: Examination, presentation
Equivalence: Basic Business English (02-Q:BSc-Englisch-1)

This introduction to business and managerial English seeks to help beginners build business-specific vocabulary, unlearn typical German mistakes in English and become more confident in handling routine business encounters, such as professional telephone calls and e-mails. It also introduces students to current issues in management and serves to review the essentials of English grammar. Grading is based on an in-class presentation (40%) and a written examination (60%).

This course will be taught in person.

Struktur: Übung
Turnus: Wintersemester

Credits: 6 CP
Sprache: Englisch
Inhalte:
· Grundlagen der Unternehmerischen Denken und Handelns in verschiedenen Kontexten
· Fähigkeiten zum Unternehmertum
· Kreativitätstheorien und-techniken
· Pitchen
· Grundlagen zu Erkenntnissen des eigenen Unternehmerischen Denken und Handelns und Entscheidungsfindung innerhalb verschiedener unternehmerischer Kontexte
Fokussierung auf bestimmte Fragestellungen innerhalb und entlang des Unternehmerischen Denken und Handelns
Die Veranstaltung findet in Präsenz statt

Struktur: Vorlesung
Turnus: Wintersemester
Prüfungsform: Klausur
Credits: 6 CP
Sprache: Englisch
Inhalte:
· Grundlagen der Unternehmerischen Denken und Handelns in verschiedenen Kontexten
· Fähigkeiten zum Unternehmertum
· Kreativitätstheorien und-techniken
· Pitchen
· Grundlagen zu Erkenntnissen des eigenen Unternehmerischen Denken und Handelns und Entscheidungsfindung innerhalb verschiedener unternehmerischer Kontexte
Fokussierung auf bestimmte Fragestellungen innerhalb und entlang des Unternehmerischen Denken und Handelns
Die Veranstaltung findet in Präsenz statt

Struktur: Vorlesung und Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Qualifikationsziele:
• Gain foundational knowledge of AI, including GenAI, LLMs, machine learning and analytics concepts and how they transform decision-making processes across industries and functions
• Acquire hands-on experience working with Large Language Models (LLMs) by engaging in practical sessions focused on using relevant tools
• Learn to apply these models in real-world and business relevant scenarios, assess their strengths and limitations, and understand best practices for leveraging their potential while recognizing their shortcomings
• Deepen understanding of data-driven forecasting and prediction models
• Get to know to the strategic role of data as an asset and its importance for data-driven decision-making, especially leveraging AI and emerging technologies.
• Understand how to practically implement AI and analytics use cases, covering business processes, operating models, and project management approaches tailored to AI and emerging technologies
• Recognize the importance of responsible AI practices, as well as the role of experiments

Inhalte:
• Introduction to AI, GenAI, LLMs, and Machine Learning: Overview on foundational concepts and frameworks of Artificial Intelligence, Generative AI, Large Language Models (LLMs), and machine learning.
• Implementation in Business: Operating models for AI and data analytics, including structures for analytics hubs and centers of excellence, project management approaches (agile, hybrid, traditional) tailored to AI and data-driven initiatives.
• Company Impulses: Guest lectures led by industry professionals
• Hands-on Practical Sessions: Interactive session using LLM tools and platforms, real-world case studies to deepen understanding of model application, strengths, and limitations.
• Data as a Strategic Asset: Data value chain, data ecosystems, and the infrastructure necessary for effective analytics and AI deployment.
• Business Forecasting: Purpose and practical applications of business forecasting


Das Unterrichtsmaterial ist weitestgehend auf Englisch (Folien auf englisch), die Vorlesung wird in englisch gehalten. Die Vorlesung beginnt am Di., 13.10.2026 um 08:15 Uhr, (Ort: Licher Straße 68, Raum 24b) und wird in Präsenz stattfinden.

Bitte beachten Sie auch die Hinweise auf der Homepage der Professur:
https://www.uni-giessen.de/de/fbz/fb02/fb/professuren/vwl/honorarprofessur/lehre/veranstaltungws26_27

Link zu JLUMaps:
https://www.uni-giessen.de/JLUmaps/?id=167813&lang=de

Structure: Lecture + Tutorial
Rhythm: Winter semester
Credits: 6 CP
Course description: 02-VWL:MSc-V1-2
Language: English
Required work: Final exam (85%) + Assignments (10%) + Participation (5%)
Lecturers: Univ.-Prof. Dr. Georg Götz
Possible Major: Economics, Management

The recordings of the lecture from the past WS 20/21 can be found on the chairs Youtube channel Economics2Go; in the playlist Industrial Organization.

Course description:
This course extends the basic concepts of Industrial Organization and presents advanced methods and topics. The focus is on business strategies such as price discrimination and product differentiation and on strategic interaction in oligopoly. Students will learn about the importance of the research and development activities of firms and how they are influenced by public policy in general and by the patent system in particular. The course models and evaluates business behavior from both a public policy and a managerial perspective.

Literature:
Pepall, Richard, and Norman: Industrial Organization: Contemporary theory and practice, South Western, 3rd edition. 2005 (or Industrial Organization: Contemporary theory and practice, Wiley, 4th edition. 2008).
Pepall/Richards/Norman: Contemporary Industrial Organization: A Quantitative Approach, resp. We recommend that you buy the more advanced "Quantitative Approach" text book.
D.W. Carlton and J.M. Perloff: Modern Industrial Organization, Pearson, 4th edition 2005.
Luis Cabral: Introduction to Industrial Organization, MIT Press, 2000.
Tirole, J., The Theory of Industrial Organization. MIT-Press, 1988.
Industrial Organization - Markets and Strategies by Paul Belleflamme and Martin Peitz, Cambridge University Press 2010.
Helmut Bester: Theorie der Industrieökonomik, third edition, Springer, Berlin 2004.

Structure: Lecture + Tutorial
Rhythm: Winter semester
Credits: 6 CP
Course description: 02-VWL:MSc-V1-2
Language: English
Required work: Final exam (85%) + Assignments (10%) + Participation (5%)
Lecturers: Univ.-Prof. Dr. Georg Götz
Possible Major: Economics, Management

The recordings of the lecture from the past WS 20/21 can be found on the chairs Youtube channel Economics2Go; in the playlist Industrial Organization.

Course description:
This course extends the basic concepts of Industrial Organization and presents advanced methods and topics. The focus is on business strategies such as price discrimination and product differentiation and on strategic interaction in oligopoly. Students will learn about the importance of the research and development activities of firms and how they are influenced by public policy in general and by the patent system in particular. The course models and evaluates business behavior from both a public policy and a managerial perspective.

Literature:
Pepall, Richard, and Norman: Industrial Organization: Contemporary theory and practice, South Western, 3rd edition. 2005 (or Industrial Organization: Contemporary theory and practice, Wiley, 4th edition. 2008).
Pepall/Richards/Norman: Contemporary Industrial Organization: A Quantitative Approach, resp. We recommend that you buy the more advanced "Quantitative Approach" text book.
D.W. Carlton and J.M. Perloff: Modern Industrial Organization, Pearson, 4th edition 2005.
Luis Cabral: Introduction to Industrial Organization, MIT Press, 2000.
Tirole, J., The Theory of Industrial Organization. MIT-Press, 1988.
Industrial Organization - Markets and Strategies by Paul Belleflamme and Martin Peitz, Cambridge University Press 2010.
Helmut Bester: Theorie der Industrieökonomik, third edition, Springer, Berlin 2004.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Die Modulinhalte umfassen unter anderem Aspekte aus folgenden Gebieten der Außenhandelstheorie und -politik:
• Erklärung von Handelsstrukturen
• Effizienz- und Verteilungswirkungen von Handel und Globalisierung
• Instrumente der Handelspolitik und deren Wirkungen
• Handelspolitik der Entwicklungsländer

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Inhalte:
• Grundlagen der Personalführung
• Klassische Theorien der Personalführung (z.B. Führungsrollen und Verhalten von Managern, Eigenschaftsansatz, Führungsstiltheorien, situative Theorien)
• Moderne Theorien der Personalführung (z.B. charismatische und transformationale Führung, dyadische Führungstheorien, destruktive Führung, informelle Führung; Führungsethik/ethische Führung)
• Empirische Erkenntnisse der Führungsforschung

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Inhalte:
• Grundlagen der Personalführung
• Klassische Theorien der Personalführung (z.B. Führungsrollen und Verhalten von Managern, Eigenschaftsansatz, Führungsstiltheorien, situative Theorien)
• Moderne Theorien der Personalführung (z.B. charismatische und transformationale Führung, dyadische Führungstheorien, destruktive Führung, informelle Führung; Führungsethik/ethische Führung)
• Empirische Erkenntnisse der Führungsforschung

Die Veranstaltung findet in Präsenz statt.

Die Übung zur „Marketing“ Vorlesung findet unter anderem in Form von freier Aufgabenbearbeitung statt. Hierbei erfolgt eine Vertiefung der vorgestellten Inhalte. Übungsfragen helfen zudem, beim Selbststudium die Inhalte weiter zu vertiefen.
Es werden feste Übungstermine angeboten, bei denen die Aufgaben besprochen und die Lösungen vorgestellt werden.

In dieser Veranstaltung wird ein erster Einblick in das Marketing gegeben. Die Marketingidee, in deren Zentrum die Kundenorientierung und die bestmögliche Befriedigung von Wünschen und Bedürfnissen der Kunden stehen, wird ebenso erläutert wie grundlegende marketingtheoretische Ansätze und die Einbindung des Marketings in die Unternehmung. Zunächst erfolgt eine Sensibilisierung für das Marketing. Anschließend wird ein Verständnis für Kunden, die im Zentrum des Marketings stehen, entwickelt. Es folgt ein Überblick darüber, wie man Märkte gezielt analysieren kann. Anschließend wird das Vorgehen zur Planung von Zielen und Strategien erläutert. Ein Schwerpunkt der Vorlesung bildet die Maßnahmengestaltung im Rahmen des Marketing-Mix der Unternehmung. Die Basis dafür bilden die festzulegenden Markenoptionen, die die Grundlage zur Ausgestaltung der Produktpolitik, der Kommunikationspolitik, der Preispolitik und der Distributionspolitik dienen. Diese werden ebenfalls detailliert dargelegt. Die Vorlesung schließt mit der Kontrolle von Zielen, Strategien und Maßnahmen und der Verankerung des Marketings im Unternehmen.

Die Vorlesungen werden auf Englisch gehalten. Ergänzend stehen Aufzeichnungen der deutschsprachigen Vorlesung des letzten Wintersemesters zur Verfügung.

Format: Tutorial
Offered: Winter semester, summer semester
Credits: 6 CP
Teaching language: English
Asssessment: Portfolio, oral examination
Equivalence: Oral Communication (02-Q:BSc-Englisch-2)

This higher-level course enables students to become more effective oral communicators in various management settings. Participants will give business presentations and take part in simulated job interviews to build essential rhetorical skills and improve their techniques of delivery. Grading is based on a mock job interview (50%) and a portfolio of written assignments (50%).

This course will be taught in person.

Die Übung baut auf den Inhalten der Vorlesung auf. Der in der Vorlesung vorgestellte Lernstoff wird anhand von Fallstudien aus der Praxis vertieft und angewendet. Übungsfragen helfen zudem, beim Selbststudium die Inhalte weiter zu vertiefen.

Products and innovations are becoming increasingly important for both the short and long-term competitiveness of companies. In addition to the basics and strategic aspects of product management, this module provides students with an insight into the product management process of companies as well as the necessary tools to support the individual process phases. This module also covers aspects of product management organisation and its successful implementation.

Qualification Objectives:
• Understand and critically evaluate current research in economics
• Identify research questions, methods, and contributions of academic work
• Participate actively in scientific discussions
• Develop skills in academic peer review and scientific writing
• Prepare a referee report according to academic standards

Contents:
• Active participation in research colloquia and seminars
• Academic discussion and feedback
• Discussion of current research papers and projects
• Critical evaluation of scientific methods and findings
• Preparation of a referee report

Module Examination:
– Type of examination: Referee Report
– Form of examination: Written report
– Scope: approximately 4 pages
– Assessment: 100% Referee Report
– Retake examination: Revised referee report
-Language: English
Notes: Students must attend at least six research presentations. At least four presentations must be part of the Faculty Research Colloquium. Up to two further presentations may be attended in approved research formats (e.g. DDE Brown Bag, Doctoral Lunch, BFGA Conference Session).

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur und Vortrag

Format: Tutorial
Offered: Winter semester, summer semester
Credits: 6 CP
Teaching language: English (B2 German required)
Asssessment: Examination, presentation
Equivalence: Basic Business English (02-Q:BSc-Englisch-1)

This introduction to business and managerial English seeks to help beginners build business-specific vocabulary, unlearn typical German mistakes in English and become more confident in handling routine business encounters, such as professional telephone calls and e-mails. It also introduces students to current issues in management and serves to review the essentials of English grammar. Grading is based on an in-class presentation (40%) and a written examination (60%).

This course will be taught in person.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Präsentation + Hausarbeit

Die maximale Anzahl der Teilnehmer ist auf 24 begrenzt. Details zum Bewerbungsprozess finden Sie auf der Website der Professur.

Die Hauptziele dieses Kurses sind:
* Grundlegenden Konzepte von Text Mining und seine Bedeutung für wirtschaftliche Anwendungen zu verstehen
* Einen Überblick über verschiedene Methoden, Algorithmen und Software-Tools zur Extraktion von Information & Wissen aus unstrukturierten Textdaten zu erlangen
* Die Fähigkeit zur Implementierung von Text-Mining-Anwendungen in R zu erlernen

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Präsentation + Hausarbeit

Die maximale Anzahl der Teilnehmer ist auf 24 begrenzt. Details zum Bewerbungsprozess finden Sie auf der Website der Professur.

Die Hauptziele dieses Kurses sind:
* Grundlegenden Konzepte von Text Mining und seine Bedeutung für wirtschaftliche Anwendungen zu verstehen
* Einen Überblick über verschiedene Methoden, Algorithmen und Software-Tools zur Extraktion von Information & Wissen aus unstrukturierten Textdaten zu erlangen
* Die Fähigkeit zur Implementierung von Text-Mining-Anwendungen in R zu erlernen

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Das Modul Theory of International Trade zählt zu den Wahlmodulen der Master of Science-Schwerpunkte Economics of Global Risk und Economics. Es wird empfohlen das Modul Internationale Wirtschaftsbeziehungen bereits belegt zu haben.

Die Modulinhalte umfassen unter anderem Aspekte aus folgenden Gebieten der Außenhandelstheorie und -politik:

-Verallgemeinerungen der neoklassischen Außenhandelstheorie
-Handel in Zwischenprodukten und Fragmentierung der Produktion
-Weltmarktintegration und Auswirkungen an Arbeitsmärkten
-Globalisierung und Wirtschaftswachstum

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung mit integrierter Übung
Turnus: Sommersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Inhalte:
• Determinanten wirtschaftlicher Entwicklung
• Charakteristik und Funktionsweise der Marktwirtschaft und Zentralplanwirtschaft
• Probleme von Zentralplanwirtschaften
• Elemente einer Transformation von Wirtschaftsordnungen
• Integration von Wirtschaftsräumen, Formen und Institutionen (WTO, EU)
• Einzel- und gesamtwirtschaftliche Wirkungen der Integration von Wirtschaftsräumen

Format: Tutorial
Offered: Winter semester, summer semester
Credits: 6 CP
Teaching language: English
Asssessment: Portfolio, presentation
Equivalence: Intercultural Communication (02-Q:BSc-Englisch-4)

This advanced course enables students to become more effective intercultural communicators. Participants will study essential models of cross-cultural differences and learn how to apply them in diverse business and management settings. Case studies, simulations and team projects will help students increase their awareness of cultural diversity and become more adept at identifying and minimizing potential sources of intercultural miscommunication. Grading is based on an in-class presentation (40%) and a portfolio of written assignments (60%).

This course will be taught in person.

Format: Tutorial
Offered: Winter semester, summer semester
Credits: 6 CP
Teaching language: English
Asssessment: Portfolio, presentation, examination
Equivalence: Professional Writing (02-Q:BSc-Englisch-3)

This higher-level course enables students to become more effective business writers. Participants will have an opportunity to apply the principles of producing correct, clear and audience-focussed management texts in the course of numerous writing and proof-reading assignments. These will include general business correspondence, memos, CVs/résumés and cover letters. Grading is based on an in-class presentation (25%), a portfolio of written assignments (50%), and a final written examination (25%).

This course will be taught in person.

This seminar examines migration between Türkiye and Germany as a historically layered and continuously changing transnational field. Beginning with labour recruitment under the 1961 recruitment agreement and the subsequent processes of settlement and family reunification, the course traces political and asylum migration, international student mobility, skilled migration, and the experiences of second and subsequent generations. Particular attention is given to the diversification of migration from Türkiye in recent years and to the continuities and differences between earlier and more recent forms of mobility.
A central concern of the seminar is how different migration pathways and legal positions shape people’s opportunities, uncertainties, identities, and future plans. We examine migration imaginaries and the idea of a “German Dream”; diaspora politics and Germany–Türkiye relations; citizenship and political participation across borders; international student and skilled mobility; the migration–development nexus; brain drain, brain gain and brain circulation; return and circular migration; and everyday forms of transnational belonging.
The seminar combines historical, political, sociological, socio-legal, and migration-studies perspectives. It moves between macro-level processes and migrants’ everyday experiences and also introduces methodological questions about how migration can be researched through interviews, migration biographies, statistics, and other forms of empirical material. Throughout the course, students are encouraged to connect theoretical concepts with concrete cases and to critically consider how mobility, citizenship, participation, development, belonging, and future-making unfold across national borders.

This course provides a deep and broad overview over the current state of democracies and autocracies as globally competing regime forms. It helps to understand core characteristics of both regime types and guides through current debates about the impact of the competition between both regime forms for the global order, for various policy fields and especially peace and security.

The education system in Botswana is guided by the principle of universal access to education. This principle reflects the nation’s belief and commitment to democracy, development, self-reliance, unity and botho (humanity), as outlined in various national visions and development plans over time. This module aims to introduce students to the philosophical foundations that inform and shape educational policy in Botswana. Throughout the course, students will examine the characteristics as well as the historical and contemporary educational practices from primary to tertiary levels. Additionally, the module will explore key challenges within the education sector, including the urban-rural divide, gender disparities, teacher professional development, analysing their impact on the overall quality of education.
This course is an additional, interesting offering from the Department of Sociology. Students who prefer German as the language of instruction can, of course, choose a different course (although that shouldn’t be too difficult, since the instructor is not a native speaker).
This class is an extra offer on top of the classes basically offered by the Department of Sociology.

This class introduces students to Botswana society, exploring its characteristics, dynamics, and key local concepts that have the potential in shaping the global sociological perspectives. While using a historical approach to understand Botswana society, the module also examines various aspects of Botswana society that contribute to a broader understanding of societies in the Global South. These aspects include family structure, socio-cultural institutions, political institution, the kgotla system, belief system. The class is structured into three parts. The first part traces the history of Botswana from the pre-colonial era to the present. The second part explores the socio-cultural and political systems that influence and shape the development of Botswana society. The final section of the class provides a critical overview of key societal practices in Botswana, including family structure, religion, ethnicity and healthcare system.

This seminar explores the notion of ‘safe space’, which is gaining increasing importance not only in the classroom and on the campus but has itself become a parameter of societal conflict. Questions adressed are: How are safe spaces created? Are safe spaces inclusive or do they produce new forms of exclusion? Do they represent zones of comfort or sites of critique against existing (power) structures? How does the concept of safe space relate to public space, how does it shape society? What connects the idea of a “safe space” with other security dispositifs and other forms of spatial protection?

Literature: Mostly English, some German

The course will introduce participants to current sociological diagnoses of German society, within an international and transnational framework of comparison and interdependence. Exemplary topics are anxieties concerning social downward mobility, changing patterns of subjectification, the impact of digitalization on society, or the challenges of anthropogenic climate change for society. In methodological terms, the course participants acquire expertise in the sociological genre of ‘social diagnosis of contemporary society’ (Gegenwartsdiagnose).

Sustainable development has become a fundamental principle in social and human development as it emphasizes the needs for economic development and progress while safeguarding environmental quality. This module builds on this guiding principle, examining diverse sustainability and development practices across the Southern African Development Community (SADC) region, along with their unintended consequences. Throughout the module, students will engage with interdisciplinary approaches to identify and address global challenges in sustainable development in Africa, including poverty, population dynamics, healthcare, conservation, climate change, gender disparities, inequality and human rights. Throughout this process, students will develop the ability and capacity to work across multiple fields, particularly in the management of integrated development interventions and implementation of appropriate policies that support sustainability and sustainable development. While broad in scope, the module focuses on key development practices such as sustainable agriculture, water and waste management, education and human capital, the place and role of indigenous knowledge systems, and climate resilience.

This course guides through the relevance and role of democracy as a global norm in various international organisations. It provides an overview over the empiric situation and guides through main concepts and conceptual debates of the contestation of democracy in international organisations in various world regions

Fascism is often seen as a specter of the past—a closed chapter of the 20th century. Yet authoritarian movements are gaining influence worldwide, democratic institutions are coming under pressure, political violence is once again being spoken of openly, and exclusion is becoming normalized. But is this already fascism? Or are we witnessing new forms of authoritarian rule that differ from their historical counterparts? The seminar explores this pressing question and will address key features of fascism as well as their current transformations and possibilities for resistance against them.

Dieses Seminar beschäftigt sich mit Kommunikation, Zusammenarbeit und Lernen in Bildungskontexten, die durch künstliche Intelligenz geprägt sind. Auf Grundlage von Kommunikationstheorien, kooperativem Lernen und ethischen Perspektiven setzen sich die Teilnehmenden mit sozialen, pädagogischen und ethischen Fragen rund um generative KI im beruflichen Alltag auseinander. In interdisziplinärer Projektarbeit entwickeln sie praxisnahe Ideen für einen verantwortungsvollen und inklusiven Einsatz von KI.

Hinweis: Die Lehrveranstaltung wird bilingual auf Deutsch und Englisch angeboten.

The interdisciplinary seminar will explore the regularities, which can be observed in different historical and linguistic settings when speakers of different languages come into contact, deliberately or forced. The historical scenarios, we will study, can be chosen according to the interests of the participants, as long as a Slavic language within Eastern Europe is included. Examples for such historical settings include 1. educational and/ or culturally authoritative languages of elites in relation to vernacular languages in the Middle Ages resp. Early Modern times (Latin, Greek) resp. Modern times (French, 17/18th. c.), 2. interlingual and intercultural adventures of travelling merchants in Early Modern times to Czech, Poland, or Russia (since the 15th c.), 3. language identity and societal diversity: the case of Polish and German in Poland (since 16th c.), 4. language contact and religious confessions in the borderland: Polish and Ruthenian (= Middle Ukrainian, 17th c.), 5. language and political power: the conflict between Ukrainian and Russian (19th + 20th c.). In our first session (Oct 22th, 2026) participants will be asked which historical topic they suggest for inclusion into the seminar plan; we also will decide then on the main working language of the seminar (German, English or bilingual sessions).

Zum Weiterlesen

Bömelburg, Hans-Jürgen/ Kersken, Norbert (ed.): Mehrsprachigkeit in Ostmitteleuropa (1400-1700). Kommunikative Praktiken und Verfahren in gemischtsprachigen Städten und Verbänden (= Tagungen zur Ostmitteleuropa-Forschung; 37), Marburg 2020.

Dubisz, Stanisław/ Stąpor, Izabela (2008) (ed.): Wielojęzyczność. Kontakty językowe w rozwoju kultur słowiánskich. Pułtusz: Akademia humanistyczna im. Aleksandra Gieysztora.

Dursteler, Eric R. (2012): Speaking in Tongues: Language and Communication in the Early Modern Mediterranean. // Past & Present 217, 47-77.

Häberlein, Mark/ Flurschütz da Cruz, Andreas (ed.): Die Sprachen der Frühen Neuzeit Europäische und globale Perspektiven. Köln 2024.

Makartsev, Maxim/ Wahlström, Max (2016) (ed.): In Search of the Center and Periphery: Linguistic Attitudes, Minorities, and Landscapes in the Central Balkans. Helsinki: Univ. (= Slavica Helsingiensia 49)

Paulston, Christina Bratt/ Peckham, Donald (ed.) (1998): Linguistic Minorities in Central and Eastern Europe.

Clevedon, Philadelphia, Toronto, Sydney, Johannesburg: Multilingual Matters. (= Multilingual Matters 109)

Salverda, Reinier (2018): Empires and their Languages: Reflections on the History and the Linguistics of Lingua Franca and Lingua Sacra. // Braarvig, Jens/ Geller, Markham J. (ed.): Multilingualism, Lingua Franca and Lingua Sacra. Berlin: Pro Business Printing, 13-78. (= Max Planck Research Library for the History and Development of Knowledge Studies 10)

Seals, Corinne A. (2020): Choosing a Mother Tongue. The Politics of Language and Identity in Ukraine. Bristol: Multiligual Matters. (= Multilingual Matters 169)

“Denominational culture and Confession – Interdisciplinary perspectives”. Under this heading, the significance of confession for identity formation in different areas of life will be examined. The programme will include lectures, impulses and discussions with experts from various research disciplines. The language of the event is English. Awarding ECTS credits for participation in combination with an appropriate proof of achievement is possible.
Seven sessions on the topic: Denominational culture and Confession – Interdisciplinary perspectives
1. (22.10.2026) Denomination and confession in history (Prof. Dr. Athina Lexutt, Gießen)
The confession of Jesus as the risen Christ is at the heart of Christian faith. Over time, this has been reformulated over and over and supplemented with further theological conclusions. Complex relationships and diverse experiences are condensed into concise formulations and memorable sentences. Internal reassurance and external demarcation have become increasingly important over time. Are confessions therefore crisis phenomena? And to what extent is the connection between confession and baptism constitutive?
2. (05.11.2026) Religion and confession from a cultural studies perspective (Prof. Dr. Frank Thomas Brinkmann, Gießen)
Even if religious confession appears to be more of a private matter, characteristics reminiscent of confessional traditions can be found elsewhere. In a diverse society, there seems to be a continuing desire to belong to something larger than the individual, e.g. through corporate design.
3. (19.05.2026) Trust and confession in business (Prof. Dr. Alexander Dietz, Heidelberg)
Numbers play an important role in economic activity. This gives the appearance of great objectivity and rationality. On the other hand, trust is also important for business to function successfully: those who engaged in trade trust that the price and goods are in reasonable proportion to each other, that the goods will be delivered and the money paid. In addition, the way markets are structured also matters: Free market, social market economy, state-controlled economy are models based on different principles. It is also a matter of trust in the functioning and performance of a given market structure. To what extent can we speak here of a confession (or commitment)?
4. (03.12.2026) Denomination and milieu in sociological description (Prof. Dr. Gert Pickel, Leipzig)
The ‘denominational milieu’ has been a recurring theme in historical and theological research. To what extent do these religious and, above all, denominational characteristics continue to have an impact on a society that considers itself as ‘secular’?
5. (17.12.2026) Confession and law (Dr. Julianne Funk, Marburg)
Freedom of religion is one of the fundamental human rights. It can even serve as a yardstick for measuring how liberal a society and a legal system are overall. At the same time, relevant religious content can come into conflict with established legal systems. To what extent can we speak of a constructive tension here? How should such limits be defined?
6. 14.01.2027) From religious peace to liberal democracy – political aspects (Prof. Dr. Tomás Kodácsy, Sárospatak)
Democracy and republics depend on the consent of those involved. In this respect, to what extent can this be described as a confession? Can aspects be identified in which a mutual influence between religious confession and democratic consciousness is recognizable?
7. (28.01.2027) Denomination and confessing – church and society: conclusions for the present age and mentality (Dr. Mario Fischer, Bensheim)
Church and religious denominations are currently facing many challenges. Considering the different topics of the lectures: Perhaps there is still a persistent religious base beneath all the secular phenomena, not least confessing. And how can the inevitable changes open up new possibilities for the church.

Although contemporary debates often portray Islam as a religion “alien” to Europe, Muslim communities have been an integral part of European societies for centuries. This course examines the historical development of Islam and Muslim societies in Europe, with a particular focus on Southeast Europe, where Islamic institutions, practices, and identities have shaped political and social life for over 500 years.

Adopting a historical perspective, the course explores key themes such as empire and state formation, religious authority, nationalism, and the governance of religious diversity in the Ottoman Empire and its aftermath. It also examines changing discourses about Islam and Muslims, asking how such representations have emerged, evolved, and been contested over time. By situating the Balkans within a broader global context, the course highlights the interconnected histories of Islam across regions and challenges simplified narratives of separation between “Europe” and the “Muslim world.”

When it was published in 1851, Herman Melville's novel Moby-Dick was a far cry from a commercial or critical success – many of its contemporary readers simply didn't know what to make of this strange, bulky book. Today, Moby-Dick is widely considered to be one of the "Great American Novels". In bibliographic databases and library catalogues, you'll be hard-pressed to find any other American novel that has generated more secondary literature.

To come to terms with its belated significance and ongoing relevance, this class is dedicated to (re-)reading just this one literary work: Moby-Dick. Throughout the semester, we will go through it bit by bit, immersing ourselves in its many themes, historical contexts, formal structures, and genres. In addition, we will familiarize ourselves with a variety of critical approaches, including recent works in eco-criticism, post- and decolonial approaches, feminist and queer readings, critical race studies, and world literature, among others.

Prerequisites: Students in this class should be capable of, and willing to, delve into such an extensive and complex work with the necessary depth and perseverance. Reading Moby-Dick is a marathon, not a sprint. Be prepared for an experience of slow reading. Familiarity with 19th-century (American) literature is beneficial but not a requirement. We're all at sea.

Requirements: All students are expected to give an oral presentation (ca. 20 minutes, followed by a discussion) that thoroughly introduces a specific critical approach to the novel.

For the sake of referenceability, it is crucial that all participants have a copy of the Oxford World's Classics edition of the novel (2022, ed. Hester Blum, ca. €10). Further material will be provided via StudIP.

Does Taylor Swift use more terms of endearment in her lyrics than Justin Bieber? How do people in Sri Lanka address each other? Do women hedge their statements more often than men?

With a view to finding answers to these questions and understanding how speakers of English – as well as speakers of other languages – communicate with one another, the empirical analysis of authentic language data via linguistic corpora, i.e. text collections from song lyrics, face-to-face conversation or other textual resources, has become a generally accepted standard. In order to be in a position to devise empirical answers to some of the above questions and perspectives on English and its different varieties, several steps need to be taken and we will take them together in the course of this class.

The sequencing of a full-fledged corpus-linguistic analysis structures this class. We will familiarise ourselves with characteristics of linguistic corpora and techniques of corpus compilation and annotation. Subsequently, we will focus on how to extract data from linguistic corpora and how to add information we deem relevant for its analysis. In a last step, we will explore how different statistical approaches can help us profile central trends in our data to find answers to the questions we set out to tackle. To facilitate the individual steps, we will become acquainted with tools for corpus creation and annotation, software for corpus querying as well as for statistical analysis.

Exam date: 10 February 2027
Term paper deadline: 15 March 2027

This course offers an introduction into the qualitative and quantitative methods for analyzing English language structures on the various levels of linguistic description. We will not only provide an overview of these methods, but will also make sure that you have ample opportunities to practice their application to small-scale studies (with the help of data analysis software and simple statistical measures). We will also place an emphasis on how to discuss and present empirical findings.

Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

This course offers an introduction into the qualitative and quantitative methods for analyzing English language structures on the various levels of linguistic description. We will not only provide an overview of these methods, but will also make sure that you have ample opportunities to practice their application to small-scale studies (with the help of data analysis software and simple statistical measures). We will also place an emphasis on how to discuss and present empirical findings.


Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

This course offers an introduction into the qualitative and quantitative methods for analyzing English language structures on the various levels of linguistic description. We will not only provide an overview of these methods, but will also make sure that you have ample opportunities to practice their application to small-scale studies (with the help of data analysis software and simple statistical measures). We will also place an emphasis on how to discuss and present empirical findings.


Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

Second Language Acquisition

Second language acquisition has fascinated both scholars and laypeople for centuries. One of the main questions that SLA researchers have been trying to answer is how languages other than one´s native tongue are learned. Why is it so challenging for most second language learners to become as equally proficient L2 users as L1 users? What do second language learners learn and what do they not learn during the process?

Some of the topics that we will explore in the seminar will include linguistic, psycholinguistic, and neurolinguistic theories and perspectives, the role of input, interaction and output in the process of second language acquisition. We will also look at the context of language learning. For instance, what happens in a classroom setting, through interaction with native speakers or when it is supported by the use of technology. Finally, we will investigate the individual language learner and the role of aptitude, motivation and learning strategies among other things.

It is also worth pointing out that even though the seminar will focus on second language learning, it will also help us understand the complex phenomenon that each of us has experienced and as such provide valuable insights for future language teachers.

Reading: Reading material will be made available for download via Stud.IP (students will receive an access code during the first seminar session).

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, active participation in class, completion of weekly reading and/or exercises, an assignment, and an oral presentation.

Graded credit: In addition to the above, a final exam or a term paper.a

Exam period: Final exam on February 8, 2027.

The aim of Business English I is to familiarise students with various forms of communication in business settings, with an aim to hone students’ competence in effective, audience-oriented and professional English-language communication. Beginning with basic principles of communication and message planning, this course confronts students with various business and academic settings, for which students will learn to use specific forms of communication to achieve practical goals.
In the course of the semester, students should manage to complete an oral portfolio of individual and group oral presentations and an individual portfolio of written work, focusing on various communication goals (informative, persuasive, etc.) and using various communicative approaches (direct vs. indirect, routine vs. non-routine, informative, persuasive, bad news, etc.), registers (formal vs. informal, familiar vs. unfamiliar, etc.), types (written, spoken, verbal, nonverbal), and channels/communication technologies (meetings, letters, memos, emails, blogs, IMs, etc.) for various audiences (internal vs. external, top-down vs. bottom-up directionality, etc.). As the objective is to prepare students for careers in international contexts, intercultural aspects of professional communication are also addressed in the course and students will be able to analyse and discuss situations, discussing widely adopted models of intercultural dimensions. While style of communication is the central focus, students will also learn to format documents professionally. Finally, there is a large focus on constructive and supportive feedback-giving, as students learn to formulate their feedback in situation-appropriate ways.
Furthermore, students will improve their listening comprehension and be able to understand and discuss excerpts from dialogues, meetings and presentations that occur on a daily basis in business settings.
By the end of the course, students will be able to analyse and produce various genres of professional speaking and writing that they will encounter in their future careers in international settings (e.g. request letters, informative emails, bad news memos, digital service encounters, process presentations, persuasive sales presentations, constructive feedback).
In additional to the written, listening and oral tasks during this class, students will complete a final written exam at the end of the semester in which they are given a set of assignments to apply the concepts learned during the semester.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Graded credit: Oral portfolio (40%), written portfolio (pass/fail), final exam (60%).

Exam period: Final exam on the 8th February 2027.

The aim of Business English I is to familiarise students with various forms of communication in business settings, with an aim to hone students’ competence in effective, audience-oriented and professional English-language communication. Beginning with basic principles of communication and message planning, this course confronts students with various business and academic settings, for which students will learn to use specific forms of communication to achieve practical goals.
In the course of the semester, students should manage to complete an oral portfolio of individual and group oral presentations and an individual portfolio of written work, focusing on various communication goals (informative, persuasive, etc.) and using various communicative approaches (direct vs. indirect, routine vs. non-routine, informative, persuasive, bad news, etc.), registers (formal vs. informal, familiar vs. unfamiliar, etc.), types (written, spoken, verbal, nonverbal), and channels/communication technologies (meetings, letters, memos, emails, blogs, IMs, etc.) for various audiences (internal vs. external, top-down vs. bottom-up directionality, etc.). As the objective is to prepare students for careers in international contexts, intercultural aspects of professional communication are also addressed in the course and students will be able to analyse and discuss situations, discussing widely adopted models of intercultural dimensions. While style of communication is the central focus, students will also learn to format documents professionally. Finally, there is a large focus on constructive and supportive feedback-giving, as students learn to formulate their feedback in situation-appropriate ways.
Furthermore, students will improve their listening comprehension and be able to understand and discuss excerpts from dialogues, meetings and presentations that occur on a daily basis in business settings.
By the end of the course, students will be able to analyse and produce various genres of professional speaking and writing that they will encounter in their future careers in international settings (e.g. request letters, informative emails, bad news memos, digital service encounters, process presentations, persuasive sales presentations, constructive feedback).
In additional to the written, listening and oral tasks during this class, students will complete a final written exam at the end of the semester in which they are given a set of assignments to apply the concepts learned during the semester.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Graded credit: Oral portfolio (40%), written portfolio (pass/fail), final exam (60%).

Exam period: Final exam on the 8th February 2027.

The aim of Business English II is to familiarize you with the language and terminology of key business concepts, including entrepreneurship, management and corporate culture, production, business strategy, marketing, finance, and a company's relationships with its major stakeholders.

The course is built around a central project in which you will work collaboratively in groups to develop your own business idea and prepare a business plan. Throughout the semester, you will apply the business concepts discussed in class to your projects while expanding your business English vocabulary and communication skills.

As part of the project, each group will create a written business plan and deliver a persuasive business pitch. In your presentation, you will communicate key aspects of your business proposal using appropriate business terminology and professional presentation techniques. These include your company’s mission and objectives, products or services, industry analysis, organizational structure, financial planning, and marketing strategies, including product, pricing, segmentation, targeting, and promotion decisions. You will also act as potential investors by listening to your classmates’ business pitches, asking critical questions, and evaluating each presentation using an assessment rubric.

The course concludes with a written final examination assessing your understanding of the business concepts, vocabulary, and language structures covered throughout the semester.

Reading: Reading materials will be made available for download via Stud.IP.
Final Exam: 09 February 2026
Graded Credit: Business Pitch, Business Plan, Final Exam

The aim of Business English II is to familiarize you with the language and terminology of key business concepts, including entrepreneurship, management and corporate culture, production, business strategy, marketing, finance, and a company's relationships with its major stakeholders.

The course is built around a central project in which you will work collaboratively in groups to develop your own business idea and prepare a business plan. Throughout the semester, you will apply the business concepts discussed in class to your projects while expanding your business English vocabulary and communication skills.

As part of the project, each group will create a written business plan and deliver a persuasive business pitch. In your presentation, you will communicate key aspects of your business proposal using appropriate business terminology and professional presentation techniques. These include your company’s mission and objectives, products or services, industry analysis, organizational structure, financial planning, and marketing strategies, including product, pricing, segmentation, targeting, and promotion decisions. You will also act as potential investors by listening to your classmates’ business pitches, asking critical questions, and evaluating each presentation using an assessment rubric.

The course concludes with a written final examination assessing your understanding of the business concepts, vocabulary, and language structures covered throughout the semester.

Reading: Reading materials will be made available for download via Stud.IP.
Final Exam: 09 February 2026
Graded Credit: Business Pitch, Business Plan, Final Exam

Cognitive Sociolinguistics combines two prominent paradigms in linguistics today: Sociolinguistics, which looks at society's influence on language, and Cognitive Linguistics, which focuses on linguistic evidence for cognitive phenomena and emphasizes an embodied view of cognition. Taken together, this class will examine how these two fields mutually benefit from each other by reviewing key concepts, theories and methods that help to study cognitive variation. A special emphasis will be placed on variation phenomena in World Englishes as well as various domains of public discourse.

Choice between exam or term paper: Details will be provided at the beginning of the semester

This class is devoted to the study of conceptual metaphor, which is a foundational phenomenon in the field of cognitive lingusitics. We will place a special emphasis in this class on corpus-based approaches to studying metaphor, which go beyond the intuition-based approaches that characterized early metaphor studies. We will focus primarily on how linguistic metaphors, which we can gleen from corpus-based data, reflect conceptual metaphors in various case studies. Furthermore, we will also consider other modalities, such as visual metaphors.

Choice between an exam or term paper: Details will be provided at the beginning of the semester

Crisis communication is an important part of public relations. Its primary goal is to protect an organisation's reputation and stakeholder relationships during a challenging situation or a crisis. Successful crisis communication involves strategic planning and managing the flow of information during and after emergencies, unexpected events, or disruptions. Some of the topics covered in the course will include risk assessment, message development, working with the media, social media monitoring, and post-crisis recovery. In this seminar, students will analyse and discuss example case studies to familiarise themselves with different aspects of crisis communication and prepare themselves for real-life situations.

Reading: Reading material will be made available for download via Stud.IP (students will receive the access code during the first seminar session).

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, active participation in class, completion of weekly reading and/or exercises, assignment, oral presentation.

Graded credit: In addition to the above, a final exam.

Exam period: Final exam on the 9th February 2027.

What is Critical Masculinities Studies, and why should we talk about it now? This course introduces students to the emerging field of Critical Masculinities Studies through the lens of American Literary and Cultural Studies.

Drawing on perspectives from Critical Masculinities Studies, we will examine evolving representations of gender and sexuality in contemporary American literature and other cultural products. We will consider how these representations raise broader questions about the crisis of masculinity, power dynamics, ecological crisis, female production, loneliness, and other social and cultural issues in today's context. The course also invites students to think about how Critical Masculinities Studies might be applied to other disciplines.

Regarding course materials, students are expected to acquire Hua Hsu’s memoir Stay True (2022). Other reading materials will be uploaded to Stud.IP by the instructor. While the course focuses primarily on literature, students will also watch and discuss two films during the semester.

Detailed information about the syllabus, course requirements, and assessment will be introduced and explained during the first week of the course.

Expected exam date: 5 February 2027
Term paper deadline: 15 March 2027

This course examines how culture shapes communication, media, AI, and business practice in an increasingly interconnected world. Moving beyond static, nation-based models of culture, the seminar introduces students to classic frameworks—Hofstede, Hall, Hofstede's successors, Weber—while critically engaging newer perspectives that treat culture as fluid, practiced, and constructed (Holliday's "small cultures," platformization, algorithmic culture, consumer culture theory).
The course is organized around three thematic arcs. The first weeks establish theoretical foundations, examining how culture operates at the level of interaction, individual self-construal, and institutional/economic life. The course then turns to media and games as sites of cultural representation and adaptation, asking how global content is localized—and what gets lost or gained in translation. A third arc addresses culture in the context of artificial intelligence and human-machine interaction, exploring whether AI systems flatten, amplify, or simulate cultural difference, and what ethical frameworks should govern AI across cultural contexts. A final thread examines social media marketing as a space where cultural meaning, consumer identity, and algorithmic targeting intersect.
By combining theoretical rigor with applied, scenario-based learning, the course equips students to analyze cultural dynamics critically and to navigate them strategically in media, technology, and business contexts.

In the current age of globalization, migration and internet communication, intercultural communicative competence is a key requirement in many professions and has become a priority aim in school and university education. This course focuses on fundamental aspects of intercultural communication and approaches to developing intercultural/transcultural competence and understanding, placing special emphasis on culture and language integrated education in institutional settings such as high schools, universities, etc.

Prerequisites:
Teacher Education Programme: Successful completion of Modules TEFL I and TEFL II
Anglophone Studies MA Programme: BA

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: in addition to the above, a term paper

Exam period:
Term paper to be submitted by March 15, 2027.

Registration: FlexNow

This course focuses on the rationale, goals, and principles of differentiated instruction in the EFL classroom. Participants will learn a) how to examine and recognize individual differences in learning, student’s preferences for learning, their needs and interests, their learning styles, multiple intelligences and identities, as well as b) how to create learning environments that will maximize the potential for successful learning. At the end of this course participants will possess a repertoire of strategies for differentiating instruction that will allow them to respond flexibly to the diverse needs and abilities of all students in the EFL classroom.
Please note that this course will be conducted in an asynchronous, computer-mediated virtual format predominantly. Since asynchronous online courses are not conducted live and in-person, participants are not required to be logged in at the same time as everyone else, for instance, to attend virtual lectures or participate in video conferences and chat sessions. Instead, the instructor will distribute coursework through a virtual learning management system (i.e. StudIP, usually at the beginning of each week). Participants can complete the provided writing assignments and tasks at their own paces, adhering to the deadlines requested by the instructor (usually at the end of each week). This means that they can log on whenever they want, completing the coursework as they would like during each weekly block of learning.

Prerequisites:
Teacher Education Programme: Successful completion of Modules TEFL I and TEFL II
Anglophone Studies MA Programme: BA

Required Reading:
Readings will be made available in a number of ways (library, the web, StudIP).

Credit:
Ungraded: Active participation, weekly learning logs, forum discussions, knowledge of recommended literature
Graded: in addition to the above, a term paper

Exam Period:
Term paper to be submitted by March 15, 2027.

Registration: FlexNow

The Early Modern English period, i.e. the period from 1500 to 1700, is characterised by the standardisation of English catalysed by William Caxton setting up the first printing press in Britain. Also Early Modern English fictional writing continues to attract a lot of attention since Shakespeare’s plays fall into this period. In contrast, it was widely assumed that very little of linguistic interest took place with regard to the (development of the) English language in the period from 1700 to 1900 – a period where only the relatively large number of prescriptive grammars used to attract linguists’ attention. Today, this period in the history of the English language is generally referred as Late Modern English and by resorting to authentic text material of the time, important structural changes on different levels of language organisation (e.g. spelling and vocabulary on the word level or the development of the subjunctive and passive construction on the sentence level) have been identified.

In this seminar, we will – as a first step – contextualise Early and Late Modern English in relation to earlier and later periods of the English language. The main focus of this class will be on the structural characteristics and developments of English in terms of spelling, vocabulary and syntax, but we will also approach different (emerging) text genres of the time and consider sociolinguistic models to identify and describe possible changes in the English language and their agents. Methodologically, we will explore different empirical ways of studying English, for example with the help of dictionaries or corpus data.

Prerequisites: Successful completion of the ‘Introduction to English Linguistics’ course.

Reading: Reading material will be provided for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and an oral presentation, which may involve group activities and class discussions, or a written report.
Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 09 February 2027; deadline for term paper submission: 15 March 2027.

This advanced colloquium is designed for pre-service English language teachers in the final stage of their degree program. As a capstone course, it offers participants the opportunity to synthesize and critically reflect on the knowledge, skills, attitudes, and experiences acquired throughout their studies.
Focusing on key dimensions of language, literature, culture, and media pedagogy, the colloquium engages with current research, major debates, and emerging trends in English language education. Particular emphasis is placed on bridging theory and practice, encouraging students to evaluate educational decisions from both research-informed and practitioner-oriented perspectives.
The colloquium also fosters presentation, moderation, and language mediation skills while strengthening competencies in language education research, action research, and educational inquiry, preparing students for reflective and evidence-based professional practice.

Prerequisites:
Successful completion of Modules TEFL I and TEFL II

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Oral group exam

Exam period:
Exam dates: tba

Registration: FlexNow

This advanced colloquium is designed for pre-service English language teachers in the final stage of their degree program. As a capstone course, it offers participants the opportunity to synthesize and critically reflect on the knowledge, skills, attitudes, and experiences acquired throughout their studies.
Focusing on key dimensions of language, literature, culture, and media pedagogy, the colloquium engages with current research, major debates, and emerging trends in English language education. Particular emphasis is placed on bridging theory and practice, encouraging students to evaluate educational decisions from both research-informed and practitioner-oriented perspectives.
The colloquium also fosters presentation, moderation, and language mediation skills while strengthening competencies in language education research, action research, and educational inquiry, preparing students for reflective and evidence-based professional practice.

Prerequisites:
Successful completion of Modules TEFL I and TEFL II

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Oral group exam

Exam period:
Exam dates: tba

Registration: FlexNow

This advanced colloquium is designed for pre-service English language teachers in the final stage of their degree program. As a capstone course, it offers participants the opportunity to synthesize and critically reflect on the knowledge, skills, attitudes, and experiences acquired throughout their studies.
Focusing on key dimensions of language, literature, culture, and media pedagogy, the colloquium engages with current research, major debates, and emerging trends in English language education. Particular emphasis is placed on bridging theory and practice, encouraging students to evaluate educational decisions from both research-informed and practitioner-oriented perspectives.
The colloquium also fosters presentation, moderation, and language mediation skills while strengthening competencies in language education research, action research, and educational inquiry, preparing students for reflective and evidence-based professional practice.

Prerequisites:
Successful completion of Modules TEFL I and TEFL II

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Oral group exam

Exam period:
Exam dates: tba

Registration: FlexNow

This advanced colloquium is designed for pre-service English language teachers in the final stage of their degree program. As a capstone course, it offers participants the opportunity to synthesize and critically reflect on the knowledge, skills, attitudes, and experiences acquired throughout their studies.
Focusing on key dimensions of language, literature, culture, and media pedagogy, the colloquium engages with current research, major debates, and emerging trends in English language education. Particular emphasis is placed on bridging theory and practice, encouraging students to evaluate educational decisions from both research-informed and practitioner-oriented perspectives.
The colloquium also fosters presentation, moderation, and language mediation skills while strengthening competencies in language education research, action research, and educational inquiry, preparing students for reflective and evidence-based professional practice.

Prerequisites:
Successful completion of Modules TEFL I and TEFL II

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Oral group exam

Exam period:
Exam dates: tba

Registration: FlexNow

This seminar explores the concept of Teacher Identity by examining ongoing and continuous professionalisation as well as teacher well-being and life-work balance. Students will investigate several perspectives, as well as discuss current issues in teacher education. Based on their observations, they will have to work on a project connected to professionalisation and development.
Prerequisites:
Teacher Education Programme: Successful completion of Modules TEFL I and TEFL II
Anglophone Studies MA Programme: BA

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: in addition to the above, a term paper

Exam period:
Term paper to be submitted by March 15, 2027.

Registration: FlexNow

Welcome! Rewrites proliferate in Anglophone literature. This class focusses on one particular aspect of this striking surge of retellings, namely specifically feminist rewrites. We will begin by determining what a rewrite is and what exactly makes it feminist. As we will see, such retellings typically question traditional gender roles and give female characters greater agency, complexity, and equality. Among other things, we will try to determine the intertextual relations between the original and the rewrite to discuss the use of different narrative strategies as well as the ideological ramifications that are generated. We will read and discuss Jean Rhys’s Wide Sargasso Sea (1966); some of the rewritten fairy tales in Angela Carter’s The Bloody Chamber (1979); Margaret Atwood’s The Penelopiad (2005); and Madeline Miller’s Circe (2018). We will also try to classify these prose narratives in terms of literary history and relate them to concepts like postmodernism and post-postmodernism. In this seminar, I will again and again propose topics for final theses (Master’s thesis and WHA). Furthermore, you can use the seminar as one of the topics for your oral or written Staatsexamen.

This seminar aims to explore how war has been narrated in the American lyrical and musical tradition. From the draft era to the War on Terror, song lyrics have offered a running commentary on how war has been justified, mourned, questioned, and remembered. This seminar traces the shifting narratives of war in American popular music from the late 1960s to the present day, asking how musical genres and lyrical strategies shape public understanding of conflict, military service, and peace.

We will begin by asking what it means to narrate war through songs by asking which stories get told, which are left out, and how music’s emotional and mnemonic power complicates any simple reading of a lyric. From there, we will move chronologically and thematically from Vietnam-era protest anthems and patriotic counterpoints, through the mythologizing of the “good soldier” in post-9/11 country music, to the morally ambiguous veteran narratives found in contemporary rock and metal. We will also consider anti-war songs, peace anthems, and narratives of military trauma, including the thematization or omission of mental health topics such as post-traumatic stress disorder and survivor’s guilt. Throughout the seminar, we will explore how music genres further condition what can be said and how these musical frames both reflect and shape wider public debate.

Toward the end of our seminar, we will broaden our perspective by comparing American war narratives to musical traditions from other countries, asking which narrative patterns are specific to the U.S. and which transcend national and cultural boundaries.

The study of the history of the English language offers highly relevant insights into how the language has changed over the course of the centuries and into how the English language is structured and functions all around the world today. Therefore, we will pay particular attention to the different periods in the history of the English language, i.e. Old English, Middle English, Early Modern English, Late Modern English and Present-day English, in order to follow the structural changes on the levels of phonology, lexis, syntax and semantics that have led to the English language as we use it today.


Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

The MA Research Seminar is designed to equip students with the skills and mindset necessary to conduct independent, high-quality research project. Emphasizing collaborative learning and practical application, the course provides a platform for students to work in research teams, develop problem-solving strategies, and apply advanced social research methods to real projects.

Throughout the seminar, students will focus on key aspects of the research process, including data collection, data analysis, and the effective combination of different qualitative and quantitative methods. The course also introduces ongoing research projects within the ICB and other major studies, offering insights into current trends and challenges in the field.

A core component of the seminar is the Colloquium Series, where three sessions are scheduled for students to present their research proposals and receive constructive feedback from peers and instructors.

Learning Outcomes:
By the end of this course, students will be able to:
• Work effectively in a research team and engage in collaborative problem-solving.
• Apply social research methods to real research projects.
• Collect and analyze data using appropriate methodological approaches.
• Integrate multiple research methods to address complex research questions.
• Present and refine their research proposals through structured peer feedback.

Course Requirements:
• Regular Attendance: Active participation in seminar sessions.
• Individual Assignments: Submission of written tasks related to the research process.
• Group Work: Collaboration on a research project and presentation of results

This course provides advanced training for students preparing their Master’s thesis and future academic or professional research endeavors.

This introductory lecture aims to familiarize participants with the field of Teaching English as a Foreign Language (TEFL). It addresses a wide variety of issues and questions, ranging from ‘what does it mean to ‘become’ a professional English language teacher?’ to ‘what competencies and skills will I have to acquire?’ In conjunction with the lecture, (mandatory) weekly tutorials will be made available.

Prerequisites:
None. This course is accompanied by the obligatory Tutorium ("Übung") TEFL I A2.

Required Reading:
A digital reader will be available at the beginning of the semester.

Credit:
Graded: Regular attendance, active participation in class, homework assignments and written exam (Klausur).

Exam period:
Written exam: tba

Registration: FlexNow

This course aims at familiarizing students with approaches to the study of human language in general and to the study of the English language in particular. Attention will be paid to important concepts and terminology from the core areas of theoretical linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and to their relevance to the fields of applied linguistics, such as language acquisition, sociolinguistics and cognitive linguistics.


Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

This course introduces Intercultural Communication as a robust interdisciplinary field. Rather than viewing culture as a static set of national traits, we conceptualize it as a dynamic system of values, web of meanings, practices, and power relations that actively shape social structures and lived experiences.
By synthesizing classical and contemporary theories with real-world business cases, students will learn to analyze and critically reflect on intercultural encounters within global economic, social and media environments. Beyond technical proficiency, the course fosters intercultural sensitivity, reflexivity, and ethical awareness—competencies vital for responsible leadership in an interconnected global society.

Specific Objectives:
Upon successful completion of this course, students will be able to synthesize core concepts of culture—including values, meanings, symbols, practices and power dynamics
Critically evaluate the major theoretical traditions shaping the field, from the foundational anthropology of Hall and Geertz to the critical frameworks of Foucault and Bourdieu.
Trace the historical and interdisciplinary evolution of intercultural communication studies.
Assess the multifaceted influence of culture on economic structures, organizational practices, media representation, power relations and identity formation within global business environments.

This seminar focuses on the teaching of English as a Foreign Language to young learners in primary school. It introduces key principles for fostering children’s language development through integrated listening and speaking activities, while exploring child-centred pedagogical approaches and practical strategies for designing engaging and motivating learning experiences. Particular attention is given to how children can be supported in noticing, understanding, using and progressively acquiring English through meaningful interaction and playful engagement with the language. The seminar also examines the pedagogical potential of activities such as language play, storytelling, and singing, considering how these practices can create purposeful opportunities for language exposure, interaction, and oral communication. By connecting theoretical perspectives with classroom-oriented practices, the course encourages participants to critically reflect on how young learners can be effectively supported in developing their oral communicative skills in English.

Prerequisites:
Successful completion of Module TEFL I.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Regular attendance, active participation in class, microteaching presentation; term paper.

Exam Period: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

This seminar explores the transformative potential of integrating authentic literature into the English as a Foreign Language (EFL) classroom. Moving beyond mere textual analysis, the course focuses on how literature serves as a catalyst for developing communicative, literary, and intercultural communicative competence across all age groups. Participants will examine the didactic principles of literature-based instruction through the lens of Communicative Language Teaching (CLT) and Intercultural Communicative Competence (ICC). The curriculum emphasizes the practical application of theory: students will transition from theoretical insights to classroom procedures by designing tasks, selecting suitable text types, and simulating teaching scenarios. By focusing on meaning-making and personal growth, the seminar equips future educators to foster language proficiency through culturally rich, communicative engagement.

Prerequisites:
Teacher Education Programme: Successful completion of Modules TEFL I and TEFL II
Anglophone Studies MA Programme: BA

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: in addition to the above, a term paper

Exam period:
Term paper to be submitted by March 15, 2027.

Registration: FlexNow

Second Language Acquisition

Second language acquisition has fascinated both scholars and laypeople for centuries. One of the main questions that SLA researchers have been trying to answer is how languages other than one´s native tongue are learned. Why is it so challenging for most second language learners to become as equally proficient L2 users as L1 users? What do second language learners learn and what do they not learn during the process?

Some of the topics that we will explore in the seminar will include linguistic, psycholinguistic, and neurolinguistic theories and perspectives, the role of input, interaction and output in the process of second language acquisition. We will also look at the context of language learning. For instance, what happens in a classroom setting, through interaction with native speakers or when it is supported by the use of technology. Finally, we will investigate the individual language learner and the role of aptitude, motivation and learning strategies among other things.

It is also worth pointing out that even though the seminar will focus on second language learning, it will also help us understand the complex phenomenon that each of us has experienced and as such provide valuable insights for future language teachers.

Reading: Reading material will be made available for download via Stud.IP (students will receive an access code during the first seminar session).

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, active participation in class, completion of weekly reading and/or exercises, an assignment, and an oral presentation.

Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on February 9, 2027.

Welcome! This lecture focuses on important paradigm shifts in the literature of the twentieth and twenty-first centuries. More specifically, we will look at the development from modernism to postmodernism and from there to post-postmodernism. In other words, we will start out with novels that were written after WWI (such as Virginia Woolf’s Mrs Dalloway [1925]) in which the representation of consciousness or character interiority (i.e., thoughts, feelings, and emotions) figures prominently. We will then move on to the playful and self-reflexive (or metafictional) texts that were written (roughly speaking) after the 1960s (such as the rewrites of traditional fairy tales in Angela Carter’s The Bloody Chamber [1979]). Finally, we will discuss literary writings of the twenty-first century (such as Jennifer Egan’s A Visit from the Goon Squad [2010]) that involve a new kind of sincerity, the return of the real, and a renewed interest in ethical questions. Some theoreticians refer to such (contemporary) novels in terms of ‘post-postmodernism’; others prefer to use terms such as ‘metamodernism,’ ‘cosmodernism,’ or ‘digimodernism’ to describe this kind of writing. Generally speaking, this lecture seeks to introduce students to theories of modernism, postmodernism, and post-postmodernism as well as types of modernist, postmodernist, and post-postmodernist narratives. On the one hand, we will discuss definitions and theoretical approaches, and, on the other hand, we will look at representative examples. In this lecture, I will again and again propose topics for final theses (Master’s thesis and WHA). Furthermore, you can use the lecture as one of the topics for your oral or written Staatsexamen.

Motivation is one of the most important keys to success in learning and teaching English as a foreign language. This seminar aims to provide a deeper understanding of ‘what motivation is’ and how it can be ‘supported, maintained and, perhaps, increased’ in different EFL classroom environments, ranging from traditional to modern. The general approach is interdisciplinary, which means that recent trends and developments in motivational and in educational psychology, in learning theory, in the fields of applied linguistics and TEFL will be examined and discussed. These insights will serve as the background against which the following aspects will be explored in more detail: the significance of a ‘motivating’ classroom setting; the role of the teacher in supporting learner motivation, motivational strategies and skills; motivating and standards-oriented teaching/testing, etc.; the question of how to maintain teacher motivation.

Prerequisites:
Teacher Education Programme: Successful completion of Modules TEFL I and TEFL II
Anglophone Studies MA Programme: BA

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: in addition to the above, a term paper

Exam period:
Term paper to be submitted by March 15, 2027.

Registration: FlexNow

This seminar offers a comprehensive exploration of spoken interaction within the foreign language classroom, bridging the gap between linguistic theory and classroom reality. The course is inspired by the concept of the 'Sprachstadt' – a model that conceptualizes the classroom as a dynamic, living 'city' of interaction where language is experienced through active social engagement rather than studied as a static subject.
Organized as a three-day intensive block, we begin on Day One by establishing a didactic foundation, focusing on the theoretical frameworks necessary to foster and assess oral proficiency through the collaborative design of evidence-based speaking tasks. On Day Two, we move from theory into the 'living city' via direct implementation; students will pilot their designs with learners at Gesamtschule Giessen Ost, documenting the real-world mechanics of verbal exchange. We conclude on Day Three with a critical reflective session dedicated to evaluating pedagogical outcomes and analyzing the efficacy of our interventions within the communicative landscape.


Prerequisites:
Teacher Education Programme: Successful completion of Modules TEFL I and TEFL II
Anglophone Studies MA Programme: BA

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: in addition to the above, a term paper

Exam period:
Term paper to be submitted by March 15, 2027.

Registration: FlexNow

Welcome! This seminar will familiarize students with John Milton’s famous epic poem Paradise Lost (1667) and its impact on contemporary popular culture. In a first step, we will read and interpret the twelve books of Milton’s ambivalent poem to determine some of its various layers of meaning. The poem is about the so-called “Fall of Man,” i.e., the question of how Adam and Eve come to disobey God and are then expelled from the Garden of Eden. Among many other things, we will discuss the representation of Satan in the poem as well as William Blake’s statement that Milton was “a true Poet of the Devil’s party without knowing it.” In a second step, we will turn to the field of popular culture and discuss reworkings of Paradise Lost in films, television series, graphic novels, paintings, songs, and music. We will pay particular attention to the queering of Milton, and we will look at Greta Gerwig’s film Barbie (2023) from the perspective of the argument that Barbie and Ken’s expulsion from Barbie Land to the ‘real world’ echoes Adam and Eve’s exile from Eden. In this seminar, I will again and again propose topics for final theses (Master’s thesis and WHA). Furthermore, you can use the seminar as one of the topics for your oral or written Staatsexamen.

The space between Poland and the Baltic countries in the Northwest, Siberia in the Northeast, the Caucasus, Ukraine, and Bulgaria in the South has in recent history been impacted by empires (the Tsarist, the Prussian, the Hapsburg, and the Ottoman Empire). Most of the peoples residing there have been denied state sovereignty over centuries; the titular nations of the great empires imposed them their cultural patterns. Other than the overseas colonies this process has only rarely been de-scribed by historical scientists as colonialism.
This course is devoted less to the question whether it is justified to speak of an East, East-Central or South-East European „colonization,” but investigates, first, how the hegemonic cultures conceptual-ized the suppressed peoples as less civilized and thus in need of „colonization.” Secondly, we focus on the ways how foreign domination was perceived by the subjugated peoples as colonization.
Anglo-American Postcolonial Studies have made substantial propositions for describing not only the hetero-stereotypes deployed to the Orient (Said), but also the cultural strategies of the subordinated elites. The provocative main question goes as to how the theoretical concepts developed for the para-doxical strategies of identity building of Arabs and Black Africans (such as hybridity, in-betweenness, subalternity, mimicry, Black Signifying, self-Orientalization or agency) can become productive for describing the cultural processes of nation building in East, East-Central, and South-East Europe. During the course we will be exploring this question in mosaic-like form with regard to Bosnia, the Czech Republic, Poland, Russia, and Ukraine.

More participants are welcome; for registration please send an email to dirk.uffelmann@slavistik.uni-giessen.de

This course (Blockveranstaltung) is designed to prepare ICB students for successful internships and future career paths by equipping them with essential practical skills and industry insights. Through a combination of interactive workshops, business simulations, and hands-on projects, students will gain a comprehensive understanding of the challenges, opportunities, and career prospects available to ICB graduates.

The course provides detailed guidance for internship and job applications, covering key aspects such as crafting effective application materials and preparing for interviews. Drawing on business simulation methods, students will develop core employability skills, including communication, teamwork, strategic thinking, business presentation, and visual design.
In addition, the course introduces students to key career fields commonly pursued by ICB graduates, such as marketing, and explores how current digital tools and AI-driven applications can be leveraged to enhance work productivity.

Learning Outcomes:
By the end of this course, students will be able to:
• Understand the challenges, opportunities, and career prospects for ICB graduates.
• Develop effective internship and job application materials.
• Enhance employability skills, including communication, teamwork, and strategic thinking.
• Deliver professional business presentations with strong visual design.
• Identify key career fields and industry trends relevant to ICB graduates.
• Utilize digital tools and AI-driven applications to boost productivity.

Course Requirements:
• Full Attendance: Active participation in all sessions.
• Commitment: Engagement in course activities and discussions.
• Group Project: Contribution to a collaborative project, culminating in a final presentation.

This course offers practical insights and skill-building opportunities to support students in transitioning from academia to the professional world.

Welcome! This class is designed to familiarize students with prototypical and representative examples of Renaissance poetry. Furthermore, the participants will learn how to analyze poetry by looking at rhyme schemes, types of metre, and rhetorical devices. We will begin by discussing the question of what the Renaissance is, when it took place, and why it is such an important period in the history of English literature. We will then move on to a discussion of the sonnet tradition (ranging from Sir Thomas Wyatt to John Milton) in early modern England. A major emphasis will be placed on William Shakespeare's sonnet cycle as well as the similarities and differences between Petrarchan (or Italian) and Shakespearean (or English) sonnets. In a second step, we will deal with the witty and highly sexualized poems by the so-called Metaphysical Poets. In this seminar, I will again and again propose topics for final theses (Master’s thesis and WHA). Furthermore, you can use the seminar as one of the topics for your oral or written Staatsexamen.

Empirical research into the English language frequently relies on the analysis of linguistic corpora. In corpus-linguistic work, three main areas of activity can be identified, i.e. text compilation to create a corpus, data extraction from the corpus and statistical analysis of the annotated corpus data.

In the course of this seminar, we will practise ways of completing these corpus-linguistic steps in the programming language R. As guidelines for how to implement these steps, we will mainly rely on the textbooks by Gries (2017) and Field et al. (2014).

Exam: 10 Feb 2027
Term paper: 15 Mar 2027

Field, A., J. Miles & Z. Field. 2014. Discovering Statistics Using R. Los Angeles, CA: Sage.
Gries, S.Th. 2017. Quantitative Corpus Linguistics with R: A Practical Introduction. New York: Routledge.

n the broadest sense, semantics is the study of meaning. In this class we will expore what that exactly entails on various levels and from different perspectives. For instance, we will outline the core concepts concerning lexical semantics, i.e. word meaning and the relationship between words of a language, and phrasal/sentential semantics, i.e. sentence meaning. We will also consider in more detail how the study of meaning is variously approached by taking a structural semantic perspective vs. a cognitive semantic perspective.

Choice between an exam or term paper: Details will be provided at the beginning of the semester

The seminar aims to provide an overview of the development of nationalism theory and to deepen this perspective using the example of Central and Eastern Europe in a historical context. It is an interdisciplinary seminar, taking into account not only history but also linguistics, literary and cultural studies, and sociology. The first few sessions will introduce students to the conceptual history of nationalism theory through classic works on the theoretical debate about the nation (such as Miroslav Hroch, Benedict Anderson, and Ernest Gellner). This knowledge will then be deepened on the basis of concrete examples from Eastern Europe since the 16th century. Particular emphasis will be placed on interdisciplinary and trans-epochal perspectives. The regional focus will be on Poland, Lithuania, the Bohemian lands, historical Hungary, Slovenia, Croatia, and Ukraine. The seminar will be held in English. Students will work on a topic independently and can choose between an empirical or a theoretical contribution.

Introductory literature:
Anderson, Benedict: Imagined Communities. Reflections on the Origin and Spread of Nationalism, London 1983.
Brubaker, Rogers: Nationalism Reframed. Nationhood and the National Question in the New Europe, Cambridge 1996
Hroch, Miroslav: Social preconditions of national revival in Europe, A Comparative Anaysis of the Social Composition of Patriotic Groups among the Smaller European Nations, Cambridge 1985.

Syntax is the part of grammar which deals with the various ways languages combine words into sentences. In this course, we will first look at some key concepts in syntax from a structuralist perspective, starting with smaller syntactic units such as the word and the notion of different word classes. Phrases are another key concept syntactically superordinate to words, which function as constituents in clauses. In this context, we will also explore the dichotomy of form and function in mind. Apart from analyzing different types of clauses (and sentences) and different ways of ordering elements in a clause (and a sentence), we will also examine the semantic roles of clause elements to discover the close connection between syntax and meaning. We will then briefly look into other approaches to syntax, before we explore syntactic variation in selected varieties of English and the differences between spoken and written grammars.

Choice between an exam or term paper: Details will be provided at the beginning of the semester

How can grammar be taught in ways that are both effective and engaging? This seminar addresses this question by exploring the fundamentals of grammar instruction and lesson planning in the EFL classroom. Students will examine different approaches to designing (communicative) grammar lessons, explore the use of gamification to increase learner engagement, and consider how differentiation can be built into grammar teaching to meet diverse learner needs. A further focus lies on testing grammatical competence.
Building on these foundations, students will design and present their own grammar lessons, applying communicative, differentiated, and gamified approaches in practice. Active participation, engagement with the assigned readings, and ongoing reflection and discussion are expected throughout the seminar.

Prerequisites:
Successful completion of Module TEFL I.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th March 2027.

Registration: Flex-Now

Literature – defined in a broad way – can foster several competencies of our EFL learners; it provides them with crucial aspects of language acquisition, intercultural learning competence and the ability to change perspectives, critical thinking and creativity, as well as communicative competence in general. In this course, students will examine the potential of various types of literature for the EFLC in grade 5 - 10, gain knowledge about the use of literature in different contexts and conclusively create concrete motivating learning arrangements.
Prerequisites: Successful completion of module TEFL I.
Required reading: Reading material will be provided via StudIP
Credit: Graded (non-modularised and modularised): regular attendance and active participation in class, creation of a learning arrangement, reflection, feedback and a written term paper due 15 March 2027. Registration: Flex-Now.


Prerequisites:
Successful completion of Module TEFL I.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Regular attendance, active participation in class; term paper

Exam Period: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

This seminar introduces the fundamentals of teaching writing in the EFL classroom, combining theoretical models with practical approaches. Particular attention is given to differentiation, addressing the needs of learners with dyslexia, and integrating creative writing and task-based language learning as tools for developing learners' voice, motivation, and communicative competence.
Students will be expected to actively participate, engage with the assigned readings, and reflect on and discuss key concepts. Throughout the seminar, they will work individually and in groups to design their own task-based and differentiated writing activities, applying these strategies to real classroom scenarios, and present their work to the group.


Prerequisites:
Successful completion of Module TEFL I.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th March 2027.

Registration: Flex-Now

What do teachers want at the end of the day? To do their jobs and go back home with a little bit of their sanity intact. In this seminar we will try to explore ways to manage and create a classroom environment that is ideal, or, maybe, just allows for students and teachers to co- exist and work well with each other. We will be investigating topics such as language, behavior, discipline, challenging students, anger, rules and social forms and focus on providing solutions or just insight into some pressing classroom issues. Just be aware: there is no single magic solution. Establishing yourself as a teacher is something that comes with experience, self-reflection and developing a thicker skin. Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Regular attendance, active participation in class; term paper

Exam Period: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

Pointing out the importance of working on teaching skills is the purpose of most seminars, as instruction is the focus of the learning experience. One of the most challenging but also interesting skills to teach is Speaking in primary schools, especially using Picture books. Throughout the seminar, students will work in understanding the main principles and implications of working with on teaching Speaking with primary school students by using Picture Books. Our focus will be on working with tasks through picture books and explore some of their most significant aspects, namely the fundamental principles of teaching Speaking, classrooms strategies and techniques, speaking tasks as well as practical classroom examples. Both the elements of instruction and assessment will be explored in both their theoretical and practical dimensions. There will also be focus on working on differentiation. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities.

Prerequisites:
Successful completion of Module TEFL I.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Regular attendance, active participation in class; term paper

Exam Period: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

Course description

Epicentres in World Englishes are regional varieties of English that exhibit structural influences on neighbouring Englishes, i.e. it has – for instance – repeatedly been shown that Indian English can be regarded as influencing other varieties in South Asia such as Sri Lankan or Pakistani English. Epicentral configurations can consequently be found in South Asia, but also in Southeast Asia as well as in Australia and potentially in other parts of the world. The regional focus of this class is thus on Australasia and the notion of linguistic epicentres provides the framework against which the regional varieties are going to be presented.

In the course of this class, we will introduce central models describing the evolution of postcolonial/non-native varieties of English (e.g. Moag 1982; Kachru 1985; Schneider 2003, 2007) and discuss the notion of a linguistic epicentre in the World Englishes paradigm. Against this background and on the basis of structural and sociohistorical evidence, we will discuss the development and present-day structure-related as well as sociolinguistic profile of a selection of varieties in Australasia. Methodologically, we will explore different ways of a) empirically studying the structures and usage patterns that profile each of these Australasian Englishes in a unique way and b) trying to delineate epicentral configurations.

Prerequisites: Successful completion of the ‘Introduction to English Linguistics’ course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and an oral presentation, which may involve group activities and class discussions, or a written report.
Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 09 February 2027; deadline for term paper submission: 15 March 2027.

This seminar will cover the diversity of English found in North America from a sociolinguistic point of view. We will not only focus on regional varieties and major dialect areas, but also consider various other social factors that contribute to the linguistic landscape of North America. There will also be an opportunity to dive into various case studies and methodological approaches, in particular corpus linguistic approaches commonly used in variationist linguistics.

Choice between an exam or term paper: Details will be provided at the beginning of the semester

Termine nach Vereinbarung

Termine nach Vereinbarung

Termin nach Vereinbarung