As part of the “Alumni.Erzählen.” initiative, Wolfgang Portugaller answers a few questions about distance learning, shares insights into his time at FERNFH, and explains how he applies the knowledge he gained to his professional practice.
Enjoy reading!
- Why did you apply to study at the Ferdinand Porsche FERNFH back then?
I’m a software engineer. But I’ve been interested in psychology for a long time. I realized early on that my colleagues in sales, while they “used the same words,” were nevertheless “speaking a different language” than we engineers. To “better understand” my colleagues in sales, I first pursued further education as an industrial engineer and then went on to earn a master’s degree in business psychology from the Ferdinand Porsche FERNFH. Today, I’m still a software engineer. It’s much easier now to speak a common language with my colleagues in product management and sales.
- What were your circumstances—both professional and personal—while you were in college?
When I started my studies, I was working full-time. That didn’t change during my studies either. The distance learning format allowed me to balance both aspects (my full-time job and my studies). On a personal level, I had my wife’s full support. Our children were already “past the worst of it” when I started my studies.
- What was your goal when you started the distance learning program? Did it change over the course of your studies? If so, why?
I wanted to take on a new challenge and master it. As a “career changer” entering the field of business psychology, my first goal was to pass the aptitude test. Once I had cleared that hurdle, my goal was to immerse myself in the world of psychology and study it at the academic level. Broadening my horizons and satisfying my curiosity were my goals the entire time. That objective never changed. I was able to delve into many subfields of psychology and gain a wealth of new insights in the process.
- What was the biggest challenge you faced while studying remotely?
During the first three semesters, my motivation never really waned. During that time, I didn’t have to face any extraordinary challenges. I found the fourth semester—with its focus on my master’s thesis—to be the biggest challenge. I found it most challenging to “stay on track” and “keep up the momentum” while my collaboration with my fellow students tapered off somewhat.
- What do you remember most about your time at FERNFH?
I still have particularly fond memories of the diversity of our class. There were so many interesting people, so many different professions, and so on. For example, I worked in group projects with classmates who weren’t much older than my oldest son. The opportunity to collaborate with many classmates on group term papers or while preparing for various exams was a truly memorable experience for me. I’d also like to mention FERNFH itself as a second experience that has stayed with me. This format—part-time and distance learning—is almost tailor-made for me. The FERNFH team supported me—and all of us—very well. I felt very comfortable in that environment.
- What do you do for a living now, and how did you get there?
Today, I lead several teams of software engineers. My current position is a natural progression of my professional career, which I began in 1985 as a programmer.
- What aspects of your education are particularly useful to you in your current job?
In my line of work, I benefit from having a better understanding of why people behave the way they do in certain situations. Drawing on John Bargh’s experiment—whose findings are commonly known as the “Florida Effect”—I can explain to my colleagues why they shouldn’t refer to their work as “tinkering.” When it comes to risk assessment, I take notice when minor risks are treated as serious in a situation analysis. And when an analysis of benefits and costs contains unbalanced assessments, I question whether this might be a result of loss aversion.
- Which skills or abilities will become more important in your profession or industry in the future?
In my profession, communication will remain a key skill. Ensuring, for example, that everyone involved in a meeting has the same understanding of a particular situation is often the key to success. Software engineering is characterized by intangibility. Software is an intangible asset—a software system is difficult to “grasp.” That is why it is important for everyone involved to have the same mental image of the software system being developed.
- Where or how do you see your professional future?
I look forward to taking on new challenges. My professional future will bring further changes. My professional future will likely involve working in the fields of R&D and software engineering.
- What are the most important tips you would give to prospective students?
- Be curious, be open-minded!
- Talk with as many of your classmates as possible and form “study groups”
- Stay curious even after you graduate!
- Is there anything else you'd like to say?
If, knowing what I know now, I had to make the decision again about applying to the Business Psychology program—I would apply again.