Practice
Ensuring practical relevance at the Chair of Economic and Organisational Psychology
We train our students according to the “scientist practitioner model”. The lectures, seminars, projects and internships are dedicated in their entirety to learning scientific practice as well as practicing and applying scientifically sound knowledge and methods in various fields of practice.
The "Lehrpraxisprojekte" (teaching practice projects) in the Master's degree course in Economic, Organisational and Social Psychology play a special role here, as does the anchoring of the principles of evidence-based management in our teaching in the Bachelor's and Master's degree courses.
Evidence-based Management
The principles of evidence-based management (EBM) play a particularly important role in our teaching. The core idea of evidence-based management is the attempt to make management decisions by drawing on the best possible scientific evidence and to promote scientific thinking in everyday work, for example through systematic data collection and investigation of cause-and-effect relationships within the company in order to reliably assess the impact of organizational measures.
Our goal is, on the one hand, to prevent scientific thinking from ending with the completion of studies and, on the other hand, to promote the transfer of findings from organizational psychology research into the world of practice.
In our lectures and seminars, both at the master's and bachelor's level, we therefore take care to give special importance to the topic of EBM.
Particularly noteworthy are our "Lehrpraxisprojekte" (teaching practice projects) and, in particular, the Evidence-Based Economic Psychology seminar, in which our master's students prepare scientific answers to specific practical questions in the form of short dossiers tailored to specific target groups.
We make these dossiers and further information on the topic of EBM available to practitioners on our Evidence-Based Management portal.
"Lehrpraxisprojekte"
"Lehrpraxisprojekte" (teaching practice projects) are a central element in the practical training of our students against the backdrop of the “scientist practitioner model.” In these small group projects, students learn independent practical skills based on the latest scientific findings. In cooperation with various companies, relevant application questions are investigated and worked on “in the field.” The projects are professionally guided and supervised by the staff of our chair.