Digital Health Management

• Students can independently address academic questions and reflect on them critically.

• Planning, conducting, and evaluating theoretical and/or empirical research on a career-related subfield of the degree program.

• Support and Feedback from Caregivers

• Master's Thesis

• Bibliography (Required and Supplementary Reading; German and English)

• . . . can independently address research questions.
• . . . can select, justify, and apply appropriate research methods for their own research question.
• . . . can discuss, reflect on, and present scholarly works verbally and in writing in accordance with established standards.
• . . . can provide constructive peer feedback and also accept feedback.

• Research Question and Hypotheses
• Integration of the topic into existing research
• empirical research approaches
• qualitative and quantitative analyses
• Ethical Issues in the Context of Academic Research
• Presentation and Defense of the Master's Thesis
• Key Topics for the Elective Exam

• Discussion of the Steps Involved in Completing the Master's Thesis
• Presentation of Results and Discussion Contributions
• Master's Thesis Defense

• Program Guidelines for the Master's Thesis

Knowledge and Understanding

Students . . .

• . . . are familiar with the principles of assistive technologies and the underlying theoretical concepts.
• . . . view assistive technologies as an integrated process and service and are familiar with all the groups of people involved.
• . . . understand the significance and functioning of standardized human-computer interaction (HCI) as the foundation for modern assistive technologies and their integration into digitally supported daily life and digital transformation.
• . . . understand how assistive technologies are funded in Austria and what the process for obtaining assistive technologies might look like.
• . . . are familiar with the typical target groups for assistive technologies and their key needs in education, the workplace, and daily life: vision, hearing, motor skills, cognition/neurodiversity, speech, and chronic illnesses.
• . . . are familiar with assistive technologies for various target groups and their use in contexts such as home, education, work, mobility, leisure, culture, sports, religion, . . .
• . . . develop a deeper understanding of the factors that contribute to the acceptance, rejection, or usability of assistive technologies in the healthcare sector.
• . . . are familiar with national strategies regarding assistive technologies and comparisons within the European and international contexts.
• . . . understand the implications of technological developments for assistive technologies in the healthcare sector (e.g., miniaturization).

Decision-making skills

Students . . .

• . . . can define and develop new areas of application or opportunities for assistive technologies in the healthcare sector.
• . . . can make connections to the subject areas of medical devices, eHealth, ethics, and law, and grasp the complexity of this field.
• . . . can propose and plan strategies and implementations of assistive technologies in the healthcare sector.
• . . . can critically reflect on the opportunities and risks of assistive technologies in health management.
• . . . can integrate assistive technologies into the application contexts and scenarios of eHealth applications.

• Different definitions and classifications of assistive technologies, as well as theoretical models in the field of assistive technologies (ICF, HAAT model, definitions of AT, universal design, design for all, inclusive design)
• Assistive technologies as a process and service to meet the expectations and requirements of various stakeholders
• Overview of the Process for Providing Assistive Technology Devices and Their Funding in Austria
• Facts, figures, and data, as well as specific examples of assistive technologies for vision, hearing, motor skills, cognition/neurodiversity, and speech
• Technical Fundamentals and Customization Options for Assistive Technologies
• Examples from the Healthcare Sector of the Use of Assistive Technologies
• Trying out practical applications on your own
• Suppliers and Contacts for Companies in the DACH Region

• German and English-language academic literature
• Theoretical Input from the Speakers
• Videos
• Assignment for Applying Theory to Practice (Case Study)

• Bibliography (Required and Supplementary Reading; German and English)
• Videos
• Internet Resources
• Overview of Where to Buy

Knowledge and Understanding

Students . . .

• . . . are familiar with and understand the European Accessibility Act and EN 301549.
• . . . understand the importance of accessibility from political, social, and legal perspectives and are familiar with the technical requirements for it.
• . . . are familiar with the Accessibility Act (BafG), the Disability Equality Act, and the Web Accessibility Act (WZG).
• . . . understand the requirements of assistive technologies for accessible design.
• . . . are familiar with user experience concepts and methods, particularly usability in the context of eHealth applications.
• . . . understand the added value of participatory technology development for the user experience, and how to methodically implement it for different target groups.

Decision-making skills

Students . . .

• . . . can assess existing eHealth applications for accessibility and usability and draw conclusions based on the results.
• . . . can relate barriers to the corresponding EN 301549 guidelines.
• . . . can methodically plan and conduct usability tests for eHealth applications.
• . . . can methodically plan participatory technology development for different target groups.
• . . . can critically reflect on how the removal of barriers on one hand can lead to new barriers on the other.

• Introduction to the concepts of accessibility, user experience, and usability, and their importance for eHealth applications
• Overview of the Legal Framework and Guidelines on Accessibility and Usability in the Healthcare Sector
• Techniques and methods for evaluating the accessibility and usability of digital eHealth applications (WCAG guidelines, usability tests)
• Participatory Technology Development
• Highlighting Different Types of Barriers
• The Relationship Between Assistive Technologies, Accessibility, and Usability

• German and English-language academic literature
• Theoretical Input from the Speakers
• Case Studies
• Testing Methods for Usability Testing
• Testing eHealth Applications for Accessibility and Drawing Conclusions from the Results

• Bibliography (Required and Supplementary Reading; German and English)
• Videos
• Internet Resources
• Guidelines and Laws

Knowledge and Understanding

Students . . .

• . . . build on the eHealth course content from the bachelor's program and gain a deeper understanding of eHealth applications and their areas of use.
• . . . are aware of ethical and legal considerations in an ongoing development.
• . . . understand electronic patient pathways.

Decision-making skills

Students . . .

• . . . can take responsibility for an established eHealth application and drive its further development.
• . . . can maintain communication among the interdisciplinary professional groups involved in an eHealth solution.
• . . . can integrate an eHealth application into their company's quality management system.
• . . . can ensure the interoperability of an eHealth application with intramural and extramural information systems.

• Exploring eHealth applications through the lens of a person's health journey (selection, e.g., wearables)
• Electronic Patient Pathways
• Analysis of Conflicting Needs Within an eHealth Project (Data Analysis Needs vs. Data Protection, Application Benefits vs. Distinction from Medical Devices)
• Tools and information sources needed to maintain the state-of-the-art in eHealth applications (e.g., Common Vulnerabilities and Exposures)
• Strategies for communicating project progress to internal and external stakeholders, as well as eHealth-specific project management
• Analytical methodologies for current topics that impact eHealth applications, such as those resulting from technological advancements (e.g., predictive engines) or changes in regulatory frameworks (e.g., data protection laws)
• Application scenarios and contexts that demonstrate the need for eHealth applications
• Challenges and Obstacles in the Implementation of e-Health Applications

• Taking on the role of a person in charge of an eHealth application (e.g., leading a small team of software developers working on a health app)
• Use case studies along the healthcare journey to explore the challenges of finding solutions
• Use of tools as they would be encountered in a real-world project management role

• Bibliography (Required and Supplementary Reading; German and English)

• . . . are familiar with the specific legal frameworks governing medical devices at the national and European levels.
• . . . are familiar with the certification process for medical devices.
• . . . are familiar with the regulations governing telemedicine and telerehabilitation in Austria.
• . . . are familiar with health technology assessment.

• . . . can distinguish medical devices from other products.
• . . . can apply the knowledge they have acquired in a practical setting using a case study and reflect on it critically.
• . . . can communicate the certification process to other stakeholders in a way that is easy to understand.

• National Medical Device Law (MPG) and EU Medical Device Regulation (MDR)
• Software as a Medical Device (ISO 13485)
• Digital Health Applications (DiGAs) and Digital Care Applications (DiPAs): The Case of Germany
• Health Technology Assessment (HTA)
• EU AI Act (Introduction) (In-depth coverage in the course “Law for Digital Health Management”)
• Framework Conditions for Telemedicine and Telerehabilitation

• Exploring the topics using case studies
• Theoretical Input from the Speakers
• Assignment for Applying Theory to Practice (Case Study)

• Bibliography (Required and Supplementary Reading; German and English) Legal Texts and Regulations

Knowledge and Understanding

Students . . .

• . . . have developed a deep and comprehensive understanding of the role of smart-home technologies in promoting health in the healthcare sector.
• . . . understand how smart-home technologies work.
• . . . have an understanding of data protection and ethical issues related to the handling of health data in smart-home systems.
• . . . understand how the use of smart-home solutions in a healthcare context can be evaluated in terms of effectiveness and efficiency.

Decision-making skills

Students . . .

• . . . can identify and define potential applications of smart-home technologies for health promotion.
• . . . can select and integrate appropriate smart-home technologies to promote health in the healthcare sector as part of their management or consulting duties.
• . . . can develop strategies to promote health literacy using smart-home technologies.

• Smart home technologies with a particular focus on health promotion in the healthcare sector
• Overview of Relevant Applications of Smart Home Technologies in Health Promotion in the Healthcare Sector
• An overview of common smart-home systems available on the market, as well as their technical fundamentals and how they work
• Experimenting with open-source smart-home technologies and gaining an understanding of how to use them
• Case studies and best-practice examples of smart home technology implementation
• Development of Concepts and Strategies for Integrating Smart-Home Technologies into Health Promotion in the Healthcare Sector
• Discussion of Legal and Ethical Issues Related to the Use of Smart Home Technologies in the Healthcare Sector

• Preparation of a written study guide on specific smart-home technologies
• Certain content (such as practical comparisons of smart home solutions) is presented through selected videos from existing sources
• Understanding and learning progress can be assessed using online Moodle quizzes (self-checks)—these self-checks are not used for grading purposes
• Perhaps a "hands-on workshop" in which a functional smart home system is configured using OpenHab or Home Assistant—a simulator for various actuators is used here, so no hardware is required
• A screencast video guides students through the installation of a smart home integration platform

• Bibliography (Required and Supplementary Reading; German and English)
• Videos

• . . . deepen their knowledge of research and technology ethics.
• . . . are aware of the importance of ethical considerations in the context of digital solutions in health management.

• . . . can examine and reflect on ethical issues in the field of research and technology (including AI).
• . . . can draft privacy policies and consent forms that comply with the GDPR.
• . . . can identify and reflect on ethical and diversity-related aspects of digitalization in the healthcare sector and of digital solutions, and develop approaches to address challenges.
• . . . can evaluate digital solutions in the healthcare sector from an ethical perspective.

• Ethical and diversity-related aspects of digitalization in the healthcare sector/eHealth applications/AI
• Ethics in Design/Usability and the Development Process (Equal Opportunity, Accessibility)
• Research and Technology Ethics
• Ethics Committee Applications
• Privacy Policy and Consent Forms

• Analysis of Case Studies
• Establishing Connections to Other Courses
• Evaluation of digital solutions with regard to ethical and diversity-related aspects, and reflection
• Simulation of an ethics committee meeting during which selected informed consent forms are discussed (in conjunction with the "Project and Research Management" course)

• Bibliography (Required and Supplementary Reading; German and English)
• Learning Materials

• Fundamental Rights (Terminology, Sources of Fundamental Rights, Exemplary Discussion)
• Protection of Personal Data (GDPR)
• Regulation of Digital Medical Devices (In-Depth) and Artificial Intelligence (AI Act)
• New Trends and Developments in Digital Law (e.g., EHDS, DSA, DIGAs, etc.)

• Theoretical Introduction to Terminology and Relevant Legal Sources
• Discussion
• Research
• Reflection
• Online Test

• Bibliography (Required and Supplementary Reading; German and English)
• Sources of Law
• Study Guide

• . . . have an understanding of the activities, processes, responsibilities, and stakeholders involved in IT risk management. In particular, they can distinguish between the phases of a risk management process and identify both challenges and risks.
• . . . know and understand the fundamentals of relevant concepts in the field of data science, including methods, mathematical and statistical techniques, and tools for the collection, preparation, and analysis/evaluation (e.g., anomalies and predictions) of data, with particular reference to application domains relevant to health management.

• . . . can design an information security management concept for selected application scenarios in healthcare management.
• . . . can describe the challenges, responsibilities, and steps involved in implementing an information security management system based on specific problems.
• . . . can analyze IT and data security issues, particularly as they relate to health management.
• . . . can apply data science methods and tools and integrate them into healthcare management practices as part of IT security processes.
• . . . can use data science to filter information, analyze situations, develop recommendations for action, prepare and justify decisions, and organize user-centered and thoughtful optimization or automation.

• Information Security Management as a Multifaceted Management Task
• Fundamentals, Structure, and Process of an Information Security Management System
• Fundamentals of Information Security Risk Management
• Aspects of Business Continuity and Disaster Recovery
• Data Science and IT Security (Tools, State-of-the-Art R&D)
• Selected standards, protocols, and regulations (e.g., the AI Act) in the field of IT security management
• Case studies in the field of digital health management (e.g., virtual assistants, chatbots, large language models, recommendation/expert systems, face/object recognition, monitoring, value-based care)

• Theoretical Input
• Case Studies

• Bibliography (Required and Supplementary Reading; German and English)

• Fundamentals of Cryptography (e.g., symmetric and asymmetric methods, certificates)
• Application Security (particularly virtualization, container technologies, security automation, and secure databases)
• Selected current topics related to technical security aspects in organizations, such as cybersecurity, secure Wi-Fi, electromagnetic shielding of buildings, and email security
• Selected challenges, requirements, measures, responsibilities, and processes in IT security management in general and in health data management in particular
• Details on selected topics related to technical safety aspects
• Overview of recognized organizations and their checklists and tools: A-SIT – Center for Secure Information Technologies – Austria, BSI – Federal Office for Information Security, ENISA – European Union Agency for Network and Information Security, CERT – Computer Emergency Response Team

• Theoretical Input
• Case Studies

• Bibliography (Required and Supplementary Reading; German and English)

• . . . are familiar with intervention systems for the basic types of counseling and can explain them.

• . . . identify entry points and areas for intervention in real-world organizational contexts in order to raise awareness of opportunities for change (demographics, technology, sustainability).
• . . . can advise organizations on the prerequisites for digitalization and a corporate culture that fosters innovation.
• . . . are familiar with basic models of crisis intervention (particularly in the context of organizational development) and can describe corresponding consulting approaches.

• Basic Types of Management Consulting Approaches
• The Possibilities and Limitations of Management Consulting
• Selected Special Consulting Situations (Agile, Holacracy, and Ecological Transformation)
• A project bridging theory and practice involving a real-world company (which changes each year) that is undergoing a transformation process

• Lecture
• Forum Discussion and Attendance
• Simulation of a counseling intervention and a real counseling intervention

• Bibliography (Required and Supplementary Reading; German and English)

• . . . have a thorough understanding of the basic principles of communication.
• . . . have some in-depth knowledge of specific communication and negotiation techniques typically encountered in organizational development contexts.
• . . . are familiar with appropriate communication and empowerment strategies.

• . . . can analyze the basic principles of communication and apply them in practice in ways that expand their range of options.
• . . . are able to analyze real-world negotiation situations and prepare for them effectively.
• . . . have improved their communication and negotiation skills and are able to reflect on and manage their own behavior accordingly.
• . . . can use presentation techniques.
• . . . can communicate in a way tailored to specific target groups.

• Advanced Basic Principles of Communication
• Basic Principles of Negotiation Management
• Introduction to the Harvard Negotiation Project
• Areas of specialization based on students' interests (such as body language, rhetoric, NLP, intercultural communication, assertive negotiation, and intergenerational communication)
• Presentation Skills

• Reading List (Self-Study)
• Workshop
• Forum Discussions
• Guided Research on Areas of Specialization

• Bibliography (Required and Supplementary Reading; German and English)

• . . . are familiar with the applications of AI in the healthcare sector.

• . . . can explain the potential applications of AI in the healthcare sector.
• . . . can select machine learning and deep learning models and techniques to solve complex problems in the healthcare sector.

• A detailed overview of the applications of various AI technologies in medicine: image classification using deep learning in medicine, the application of deep reinforcement learning in medicine, and medical knowledge graphs
• Selected Case Studies on the Use of AI to Solve Problems in the Healthcare Sector

• Case Studies

• Bibliography (Required and Supplementary Reading; German and English)

• . . . are familiar with the basic concepts and principles of knowledge graphs, machine learning, and AI.

• Introduction to AI, Applications of AI, Basic Concepts of AI, Ethics in AI
• Knowledge Graphs (KG): Fundamentals of Knowledge Graphs, Creating Knowledge Graphs, Applications of KG
• Machine Learning (ML): Learning Approaches, Related Concepts from Statistical Learning Theory, Applications of ML
• Deep Learning (DL): Fundamentals of Neural Networks, Differences Between Machine Learning and Deep Learning
• Reinforcement Learning (RL): Fundamentals of Reinforcement Learning, Types of RL Methods
• Appendix: Basic Concepts and Results from Relevant Areas of Mathematics

• Study Guide
• Online Q&A Session

• Bibliography (Required and Supplementary Reading; German and English)

• . . . are familiar with the various machine learning and deep learning techniques (SVM, decision trees, CNN, etc.) and can classify them.

• . . . can assess the relevance of individual machine learning and deep learning techniques to solving specific problems in the healthcare sector.
• . . . can evaluate and assess existing ML models and solutions, and identify their strengths and weaknesses.

• Designing the ML algorithm to solve a specific problem: training ML models, designing the ML algorithm
• Selected Machine Learning Techniques: Dynamic Programming, Beam Search, Support Vector Machines (SVM), Decision Trees, Random Forest
• Selected Deep Learning Techniques: Feedforward Networks (FFNs), Convolutional Neural Networks (CNNs) for image processing, Recurrent Neural Networks (RNNs) for sequential data
• Deep Reinforcement Learning (DRL): The Difference Between Reinforcement Learning and Deep Reinforcement Learning, Applications of DRL
• Evaluation of ML Models: Evaluation of Classification and Regression Models, Strengths and Weaknesses of ML Models

• Study Guide
• Assignments to Submit
• hands-on exercises

• Bibliography (Required and Supplementary Reading; German and English)

• . . . are familiar with various types of literature reviews.
• . . . are familiar with various qualitative and quantitative research approaches.
• . . . have an understanding of the specific characteristics of research in an online setting.

• . . . can identify and critically evaluate literature relevant to a research question they have formulated, and systematically summarize the findings and limitations.
• . . . can develop an appropriate research design for a research question they have formulated.
• . . . can apply a range of relevant quantitative and qualitative data collection and analysis methods.
• . . . can apply generative AI in the research process and critically reflect on its use.

• Various Types of Literature Reviews
• Research Designs (Quantitative and Qualitative)
• Data Collection
• Quantitative Analysis: Descriptive statistics, probability theory, a selection of inferential statistical methods (parameter estimation, t-tests, general linear model)
• Selection of qualitative analysis methods, including data analysis software

• Input from Instructors
• Literature Review / Case Studies
• Practical exercises based on a research project (research and critical evaluation of the
• Literature, Application of Quantitative and Qualitative Research Designs)
• Online Tests
• Discussion Forum
• Peer Review

• Bibliography (Required and Supplementary Reading; German and English)
•  FERNFH Qualitorial

• . . . are familiar with the standard formal and substantive criteria for research project proposals.
• . . . have expanded on the project management knowledge they gained during their bachelor's program.

• . . . can critically evaluate project proposals.
• . . . can design a research project.
• . . . can write a research project proposal while taking ethical factors into account (linked to the course “Ethics and Diversity-Specific Aspects in Digital Health Management”).
• . . . can evaluate and select data collection and analysis methods for their own research project.
• . . . can apply the knowledge they have acquired so far in practice and discuss challenges.
• . . . can apply project management methods to implement the developed concept.

• Organization and Structure of Research Project Proposals
• Project Management (Project Definition, Project Planning, Project Execution, Project Closure)
• Legal, ethical, and diversity-related aspects
• Technical Tools and Software

• Master's thesis proposal in the form of a research project proposal, written in German or English
• Peer Review of a Colleague's Proposal

• Bibliography (Required and Supplementary Reading; German and English)

• . . . understand the fundamental differences between the Austrian health care system and other health care systems and can explain their advantages and disadvantages.
• . . . are familiar with the concepts of health services research and the basic health data sources in Austria.
• . . . are aware of the limitations involved in analyzing health data.
• . . . can explain the concept of value-based health care and the role of patient-reported outcomes, and understand their relevance.

• . . . can identify and assess current and future challenges in health care.
• . . . can analyze and evaluate healthcare delivery structures and processes based on existing (health) data.
• . . . can use the knowledge they have acquired to work on or develop practical, patient-centered solutions and recommendations for action in healthcare (development of healthcare-related concepts).

• Fundamentals and Definitions of Health Services Research (HSR) & Health Data (Theories, Models, Concepts, and Terms in HSR), as well as Fundamentals of Health Data Analysis and Availability
• Framework conditions of the health care system (stakeholders, financing, care structures and processes, etc.)
• Data-Driven Health System Planning (Identification of regional under-service, over-service, or misallocation of services; care-level model, etc.)
• Data-Driven (Medical) Healthcare Workforce Planning
• Value-Based Health Care and Patient-Reported Outcomes
• International Examples

• Theoretical Input
• Study of Literature
• Practical examples
• Discussion Forum

• Bibliography (Required and Supplementary Reading; German and English)

Knowledge and Understanding

Students . . .

• . . . have an in-depth understanding of demographic and epidemiological measures and indicators, and can calculate and interpret indicators of disease prevalence and trends in disease rates.
• . . . understand the statistical concepts of correlation/association, cause and effect, confounding, mediation, and moderation, and are familiar with ways to incorporate these concepts into study designs and analytical methods.
• . . . are familiar with compliance requirements regarding the protection of personal data in epidemiological studies.
• . . . are familiar with the applicable legal and regulatory obligations regarding the monitoring and reporting of infectious diseases.

Decision-making skills

Students . . .

• . . . can understand and critically evaluate evidence from studies, monitoring, and surveillance, and present it to various stakeholders.
• . . . can evaluate survey instruments in terms of their measurement properties, validity, reliability, and applicability across different population groups.
• . . . can make targeted use of findings from health surveillance and epidemiological studies in their own work.

• Descriptive Epidemiology
• Analytical Epidemiology
• Causality in Epidemiological Studies
• Sources of Error in Epidemiological Studies
• Methods for measuring exposure, health outcomes or target variables, and confounders
• Planning, Measurement Tools, Data Collection, Quality Assurance, and Data Protection in Epidemiological Studies
• Health Reporting in Austria and Europe
• Relationships Between Population Structure, Population Dynamics, and Health
• Impact of Projected Population Trends on Austrian Health Policy and the Financial Viability of the Austrian Social Security System

• Theoretical input from instructors and, possibly, guest lecturers
• Reading List (Self-Study)
• Discussion Forum
• Examples of epidemiological studies

• Bibliography (Required and Supplementary Reading; German and English)

Knowledge and Understanding

Students . . .

• ... are familiar with the fundamental concepts at the intersection of the environment and health (public health, population health, planetary health, One Health, environmental health, health in/for all policies, global health, SDGs).
• ... are familiar with the relevant national strategies (e.g., Austria's Framework Health Goals).
• ... have in-depth knowledge of public health theories, models, interventions, and methods.
• ... are familiar with selected planning, evaluation, and implementation models from public health and health promotion.
• ... are familiar with general principles as well as public health-specific principles of evidence-based decision-making.
• ... are familiar with methods for systematically taking into account the perspectives of various stakeholders (needs assessments).

Decision-making skills

Students...

• . . . can link the determinants of health and disease to health equity and environmental justice.
• . . . can provide examples of how environmental conditions—such as weather and climate phenomena (e.g., heat waves, heavy rainfall, storms) and air quality—affect the health of specific population groups.
• . . . can describe health-promoting and preventive measures that can reduce the effects of environmental conditions, such as weather- and climate-related exposures (at the level of population groups, health care facilities, and the health care system).
• . . . can describe measures that have co-benefits for human health and the environment.
• . . . can critically examine the impact of (health and environmental) policy decisions on the health of population groups.
• . . . can identify risks and vulnerabilities in critical health infrastructure, services, and supply chains under adverse environmental conditions, such as extreme weather events.

• Onboarding - Health Promotion Initiative
• Concepts such as public health, population health, planetary health, One Health, environmental health, health in/for all policies, global health, and their overlaps
• Health science paradigms, models, theories, and concepts of health and disease
• Evidence-Based / Evidence-Informed Public Health
• Selected models from evaluation and implementation research (e.g., the Swiss Outcomes Model, PRISM/RE-AIM)
• Determinants of health, health equity, and environmental justice (e.g., the impact of policy decisions—such as redlining in the U.S. and the creation of green spaces—on health)
• Examples of measures with co-benefits for human health and the environment
• Needs Assessment
• Health Impact Assessment

• Input from instructors and, possibly, guest speakers
• Reading List (Self-Study)
• Discussion Forum
• Small-group work: Planning an initiative with co-benefits for human health and the environment using a planning model
• Scenario-based work: Under guidance, students develop scenarios in which they learn to assess the impacts of weather phenomena on various population groups and on infrastructure

• Bibliography (Required and Supplementary Reading; German and English)

• . . . understand current leadership theories.

• . . . can identify organizational and leadership models that provide answers to current developments in society and the economy.
• . . . recognize the unique aspects of leadership in the digital workplace and are able to demonstrate leadership behaviors accordingly.
• . . . can support, lead, and coach teams in agile organizational settings within the healthcare sector in a way that focuses on solutions and potential

• Current leadership theories (evolutionary/transformational theories, interaction theories) and underlying leadership styles
• Organizational and Leadership Models of the Future
• Leadership Competencies, Including Related Competency Models
• Healthy Leadership in the Digital Workplace
• Leadership and Motivation at a Distance
• Solution-Focused Leadership and Coaching of Agile Teams in the Healthcare Sector

• Theoretical Inputs
• Live Calls
• Virtual Group Work
• Applying what you've learned to your own professional setting and learning group
• Reflexes and Prefixes

• Inherent Examinational Nature

• Bibliography (Required and Supplementary Reading; German and English)
• Learning Materials

• . . . identify opportunities for innovation in the healthcare sector.
• . . . accurately assess the importance of innovation and, in particular, understand the complexity of managing digital innovation in the healthcare sector.
• . . . understand disruption pathways.
• . . . understand the challenges of the healthcare system, where innovations spread in a complex environment and specific barriers must be overcome.
• . . . are familiar with the opportunities and challenges that arise along a person’s (digital) healthcare journey, in terms of the user experience.
• . . . are familiar with the typical phases of change and the appropriate tools for each.

• . . . have developed an understanding of the innovation process and are able to generate, analyze, and evaluate creative ideas.
• . . . can discuss crowd-based innovation methods and apply these methods using simple case studies.
• . . . integrate environmental, social, and economic aspects into the innovation process.
• . . . can assess or evaluate the technological implications of their problem-solving approaches.
• . . . can assess planned and unplanned dynamics of transformation.
• . . . can identify the needs and interests of various stakeholders in the health care sector and assess their relevance in order to integrate them in a targeted manner into innovation processes.
• . . . can identify the complexity and intensity of change processes for the stakeholders of a digital innovation in the healthcare sector and take them into account in their planning.
• . . . can analyze the success factors and obstacles of change processes.

• Introduction to Innovation Management, Including Key Terms
  • Innovation strategies (e.g., generic, disruptive)
  • Product vs. Process Innovation
  • Radical vs. Incremental Innovation
  • Competency-enhancing vs. competency-destroying innovations
  • Architectural vs. Modular Innovation
• The Emergence of Innovations
  • Culture of Innovation and Innovation Team
  • Creativity and Sources of Innovation
  • Innovation Funnel
• Innovation Process (Stage-Gate Process)
• Innovation and Sustainability
• Roles in the Innovation Process
• Fundamentals of Crowd-Based Innovation Methods
  • Crowdsourcing
  • Open vs. Closed Innovation
  • Lead Users in Innovation
• Unique Aspects and Challenges of Innovation in Healthcare
• Technology Impact Assessments
• Examples of People's Health Journeys
• Specific Characteristics of Change Processes in the Context of Innovation Projects
• Success Factors and Obstacles in Change Processes
• Stakeholder Analysis in the Healthcare Sector
• Examples of Successful Innovations

• Study of Literature
• Case Studies
• Group Projects

• Inherent Examinational Nature

• Bibliography (Required and Supplementary Reading; German and English)
• Learning Materials

Knowledge and Understanding: Students . . .

• . . . are familiar with the specific characteristics of nonprofit management concepts, using healthcare organizations as an example.

Students' Practical Skills. . .

• . . . can discuss and apply concepts of nonprofit management.
• . . . can analyze real-world problems and devise solutions for them.
• . . . can develop, justify, and present measures.
• . . . can define and assign task packages to fulfill a project assignment and coordinate them collaboratively (project management).

• Distinctive Features of Management in NPOs
• Goals, Values, and Strategies in Nonprofit Organizations
• Organization in Nonprofit Organizations
• NPO Governance
• Financing in NPOs
• Fundraising and Sources of Funding
• Marketing in Nonprofit Organizations
• Human Resources Management in Nonprofit Organizations
• Volunteer Management in Nonprofit Organizations

• Bibliography
• Quiz
• Work in small and large groups
• Final Presentation

• Inherent Examinational Nature

• Bibliography (Required and Supplementary Reading; German and English)

• . . . understand the basic structure of organizations, particularly those in the healthcare sector, and their specific characteristics.
• . . . identify transformation processes and trends in organizations, particularly in the healthcare sector.

• . . . can describe the basic orientation of organizations in the health care sector and, building on that, develop (fundamental) initiatives for change.
• . . . can describe different organizational concepts and apply them (basic organizational structures) to practical issues in the healthcare sector.
• . . . can analyze challenges related to digital and environmental transformation, as well as the transformation into a health-literate organization, from an organizational design perspective, and translate these into strategic guidance.

• Fundamental Questions and Concepts of Organization (Function, Structure, Processes, Change) as Illustrated by Healthcare Organizations
• An Overview of Trends in Organizational Concepts, Using Healthcare Organizations as an Example
• Agile Organization and Systems Theory as Advanced Concepts
• Change, Transformation, and Organizational Learning
• Transformation Processes and Selected Trends in the Field of Environmental, Social, and Corporate Issues
• Governance (ESG) and the UN's Sustainable Development Goals (SDGs) and Their Impact on Organizations
• Organizational Framework for Strengthening Health Literacy (Tools for Health Literacy in Healthcare Facilities)

• Study of Literature
• Editing Scholarly Literature
• Case Study Paper
• Teamwork and small-group work
• Discussion Forum

• Bibliography (Required and Supplementary Reading; German and English)

• . . . are familiar with the Digital Health Maturity Index and can assess the maturity level of an organization in the healthcare sector.
• . . . are familiar with the lean management approach as it applies to the healthcare sector.

• . . . can assess the maturity levels of processes and services based on the process organization (analog – automation – digitization – agile organization).
• . . . are able to adapt the IT system to organizational, material, and social conditions.
• . . . can articulate the organization's purpose and derive strategic objectives.
• . . . can analyze the initial situation for a digital transformation project.
• . . . can plan the initial steps of a project in line with an organization's purpose.
• . . . can identify interface issues and conflicting objectives that may arise in digitization projects.
• . . . can engage and empower stakeholders in accordance with their roles.
• . . . can explain and apply the principles of lean management in the healthcare sector.
• . . . can analyze the change processes set in motion as part of innovation projects and carry out targeted planning.

• Digital Health Maturity Index
• Optimizing work organization, introducing automation and IT-supported organization, and implementing agile organization.
• Applying the Five Stages of Maturity as a Body Mass Index to an Organization
• Defining the objectives of digital transformation projects with a view to optimizing processes and redesigning services (in particular, evaluating IT solutions in terms of their added value for stakeholders and their sustainability)
• Align with an organization’s purpose and its implementation strategies; position leaders and employees as drivers of such projects
• Lean Management
• Cross-Institutional/Cross-Organizational Process Management
• Phases of Change Processes
• Tools and Instruments for Managing Change Processes

• Presentation
• Workshop
• Group Work
• Case Studies

• Inherent Examinational Nature

• Bibliography (Required and Supplementary Reading; German and English) Exam Format