taught courses & supervised projects
the point of a university seminar is not to learn and know; it is to think, to question, and to understand.
ludwig maximilians universität
universiteit van amsterdam
courses taught at ludwig maximilians universität münchen
after the election is before the election: public relations and political communication. research course (part 1 & 2)
summer semester 2012 winter semester 2012/13 course taught in german
communication research 1: content analysis
summer semester 12 course taught in german
winter semester 2011/12 winter semester 2012/13 course taught in german
communication theory
winter semester 2011/12 course taught in german
the role of media in wars: between escalation and deescalation. research course (part 1 & 2)
summer semester 2011 winter semester 2011/12 course taught in german
context in persuasive communication
summer semester 2011 course taught in german
scrutinizing studies on professional roles in public relations: quality of methodology & research
winter semester 2010 course taught in german
pr consulting: framing the professional debate on quality
winter semester 2010/11 course taught in german
just another product? political marketing and advertising
summer semester 2010 summer semester 2011 summer semester 2012 course taught in german
methods and instruments of data gathering
summer semester 2009 course taught in german
political public sphere und political pr in europe
winter semester 2008/09 winter semester 2009/10 winter semester 2010/11 course taught in german
courses taught at universiteit van amsterdam
intensive course introduction to research methodology
winter semester 2007/08 summer semester 2008 winter semester 2008/09 summer semester 2010 course taught in english
staging politics
summer semester 2008 course taught in english
new media, politics, and youth
winter semester 2006/07 course taught in english
supervised theses
master theses
kathrin hövekamp: evidence as linguistic credibility indicators in persuasive communication messages
clarissa schöller: brand communities in social media
jean louis velez urruchi: issues management on social media
bachelor theses
anna-lina meyer: the professional field of public affairs and lobbying: an empirical investigation of differences between public affairs consultants and lobbyists in berlin
benjamin romberg: 'also dictators have dignity': investigating the use of user generated videos in the arab spring news coverage
nathalie wilk: revolution tweets vs. fulltime job: an exploratory investigation of the influence of citizen journalism on classic journalism during the arab spring in egypt
ines sauer: specific trends of the german speaking pr professional field research since 2000: professionalization, role differentiation, and feminization
kseniia pavlishyna: lifestyle journalism: how journalists perceive the role and influence of pr, and how they deal with it
beate bredl: speech writers in dax-30-companies: a qualitative study of the professional field
hristo gergov: web 2.0 as the new arena of political communication and pr?
erika nora regös: the pr agency-customer-interaction as a consultation game ifkw best thesis award
luise speer: symbolic communication in corporate crisis: communication messages as rituals, stereotypes, and rhetoric symbols
lisa-marie kretschmer: toward a european public sphere by election campaigning? an exploratory study from the point of view of members of the european parliament
ruth plankensteiner: hr-pr: the implications of public relations for successful recruiting in times of skilled labor shortage
joseph okunowo: self-presentation of pr agencies on the world wide web
michael haker: leadership function of internal corporate communication and the added value of social psychological theories
michaela förster: the influence of europeanization on the transformation of media systems: the cases of poland and hungary
irmengard gnau: pr for europe? a survey and analysis of pertinent campaigns
sophie padberg: euroskepticism. a comparison of euroskepticism in politics, media and among the populations of the united kingdom of great britain and the czech republic
david walzl: euroskepticism in germany
on a note:
there is an increasing agreement among non- and ex-academics that students should not spend their time searching and deliberating, but in the guided, goal-oriented acquisition of core knowledge. they thereby misunderstand the purpose of academic education, which consists much less in a pursuit of knowledge than in a flexing one's mental abilities and exploring the questions that matter to oneself. theoretical and methodical knowledge are essential, but they remain merely means to an ends, which must be the enablement of the student to structure, tackle, investigate and answer new questions. at the end of an academic education, a student may or may not know the details of several theories and views; this matters little, for knowledge is easily looked up if required. however, if the student has not gained the ability to identify which questions need to be asked, which information needs to be gathered to comprehend a situation, the education has failed. in converting the university into a higher secondary form of school with defined curricula and contents to be learned, the recent reforms in german higher education (falsely argued to be required by the bologna process) rob students of the most important contribution of academic education: the enablement to think in a structured, independent, creative way about problems they may encounter in their later lives. had university education already been when i was studying as it is becoming now, i would have never acquired those skills that serve me best now.
throughout my own studies, i have benefitted from meeting committed, able teachers - among which i need to name particularly sylke nissen and rebecca pates at leipzig university, thilo eickmann and richard bronk at the london school of economics, and klaus schönbach at the university of amsterdam. unfortunately, particularly in germany, teaching is not valued much by neither federal, state nor university politics. it is hence mostly left to the motivation of the teacher to put effort into the education of students. many therefore are tempted to repeat old, outdated scripts over and over again, or to interpret the 'unity of research and education' as a permit to exploit students to do one's coding work - without regarding much the use this has for the students. i believe that university seminars should first and foremost be places for discussing theories and ideas, and for pursuing the interests of participants. while the requirements of overregulation and other obligations do not always allow me to fulfil this ideal as well as i would like, i try to create space in my courses for the questions and problems that students bring forward themselves. i hope that this, together with my commitment to applying rather than simply learning theories and methods renders my courses useful for my students.