We think that the unique contents of the subject start-up management should correspond to its didactics. This is why the teaching of the subject focuses on interaction and dialogs (apart from the two introductionary courses). We expect the students to show self-responsibility in action and creativity, as well as a high volume of participation and independence. In addition to this we insist on the willingness to deal with extensive unstructured problems. We do not require the reproduction of learnt-by-heart phrases from our students, but moreover an ability to independently solve unfamiliar problems. The capability of abstracting, having an analytical understanding of the matter and creativity are important requirements.
The above mentioned point of view of the teaching methods for start-up management can clearly be recognized in the three courses mentioned as examples hereafter:
In small groups the students treat problems emerged from the real world. They undergo a research and development process under guidance of the teachers with the aim to be capable of independently solving a practical problem with academic knowledge. The project begins with the development of a research plan and ends with a report of the final results and their presentation in front of practitioner experts.
Analysis of Case-Studies
The students independently solve problems shown in case-studies of start-up management. In preparation for each lesson the students have to deal with the matter in detail, the lesson as such has the purpose of discussing the case-study until a homogeneous solution emerges. All students must actively take part in the discussion; the teachers only guide it and help if necessary. Finally an abstraction from the case-study will be taken in order to transfer the solution to general problems of start-up management.
Planning a Startup
The students develop a complete own business plan under realistic circumstances. On the one hand the students have to gain knowledge of the matter within the lessons as such and on the other hand they have to independently research all information needed to create a professional business plan, which will be basis for the rating of the students. The teachers evaluate the business plans together with practitioner experts. Hereby a high practical orientation of the teaching is automatically given without neglecting the academic methods and studies which remain the basis of this course.