• Students are able to find their way around selected special areas of management within the scope of business management.
• Students are able to explain basic theories, categories, and models in selected special areas of business management.
• Students are able to interrelate technical and management knowledge.

• Students are able to apply basic methods in selected areas of business management.
• Students are able to explain and give reasons for decision proposals on practical issues in areas of business management.

• Students are able to communicate in small interdisciplinary groups and to jointly develop solutions for complex problems

The Nontechnical Academic Programms (NTA)

imparts skills that, in view of the TUHH’s training profile, professional engineering studies require but are not able to cover fully. Self-reliance, self-management, collaboration and professional and personnel management competences. The department implements these training objectives in its teaching architecture, in its teaching and learning arrangements, in teaching areas and by means of teaching offerings in which students can qualify by opting for specific competences and a competence level at the Bachelor’s or Master’s level. The teaching offerings are pooled in two different catalogues for nontechnical complementary courses.

The Learning Architecture

consists of a cross-disciplinarily study offering. The centrally designed teaching offering ensures that courses in the nontechnical academic programms follow the specific profiling of TUHH degree courses.

The learning architecture demands and trains independent educational planning as regards the individual development of competences. It also provides orientation knowledge in the form of “profiles”.

The subjects that can be studied in parallel throughout the student’s entire study program - if need be, it can be studied in one to two semesters. In view of the adaptation problems that individuals commonly face in their first semesters after making the transition from school to university and in order to encourage individually planned semesters abroad, there is no obligation to study these subjects in one or two specific semesters during the course of studies.

Teaching and Learning Arrangements

provide for students, separated into B.Sc. and M.Sc., to learn with and from each other across semesters. The challenge of dealing with interdisciplinarity and a variety of stages of learning in courses are part of the learning architecture and are deliberately encouraged in specific courses.

Fields of Teaching

are based on research findings from the academic disciplines cultural studies, social studies, arts, historical studies, communication studies, migration studies and sustainability research, and from engineering didactics. In addition, from the winter semester 2014/15 students on all Bachelor’s courses will have the opportunity to learn about business management and start-ups in a goal-oriented way.

The fields of teaching are augmented by soft skills offers and a foreign language offer. Here, the focus is on encouraging goal-oriented communication skills, e.g. the skills required by outgoing engineers in international and intercultural situations.

The Competence Level

of the courses offered in this area is different as regards the basic training objective in the Bachelor’s and Master’s fields. These differences are reflected in the practical examples used, in content topics that refer to different professional application contexts, and in the higher scientific and theoretical level of abstraction in the B.Sc.

This is also reflected in the different quality of soft skills, which relate to the different team positions and different group leadership functions of Bachelor’s and Master’s graduates in their future working life.

Specialized Competence (Knowledge)

Students can

• explain specialized areas in context of the relevant non-technical disciplines,
• outline basic theories, categories, terminology, models, concepts or artistic techniques in the disciplines represented in the learning area,
• different specialist disciplines relate to their own discipline and differentiate it as well as make connections, 
• sketch the basic outlines of how scientific disciplines, paradigms, models, instruments, methods and forms of representation in the specialized sciences are subject to individual and socio-cultural interpretation and historicity,
• Can communicate in a foreign language in a manner appropriate to the subject.

Professional Competence (Skills)

In selected sub-areas students can

• apply basic and specific methods of the said scientific disciplines,
• aquestion a specific technical phenomena, models, theories from the viewpoint of another, aforementioned specialist discipline,
• to handle simple and advanced questions in aforementioned scientific disciplines in a sucsessful manner,
• justify their decisions on forms of organization and application in practical questions in contexts that go beyond the technical relationship to the subject.

Personal Competences (Social Skills)

Students will be able

• to learn to collaborate in different manner,
• to present and analyze problems in the abovementioned fields in a partner or group situation in a manner appropriate to the addressees,
• to express themselves competently, in a culturally appropriate and gender-sensitive manner in the language of the country (as far as this study-focus would be chosen), 
• to explain nontechnical items to auditorium with technical background knowledge.

Students are able to:

• Describe essential components and design points of hydraulic, electrical and high-lift systems
  
• Give an overview of the functionality of air conditioning systems
• Explain the need for high-lift systems such as ist functionality and effects
• Assess the challenge during the design of supply systems of an aircraft

Students are able to:

• Design hydraulic and electric supply systems of aircrafts
• Design high-lift systems of aircrafts
• Analyze the thermodynamic behaviour of air conditioning systems

Students are able to:

• Perform system design in groups and present and discuss results

1. Principle understanding of integrated aircraft design
2. Understanding of the interactions and contributions of the various disciplines
3. Impact of the relevant design parameter on the aircraft design
4. Introduction of the principle design methods

Understanding and application of design and calculation methods

Understanding of interdisciplinary and integrative interdependencies

Working in interdisciplinary teams

Communication

Students are able to:
• describe cabin operations, equipment in the cabin and cabin Systems
• explain the functional and non-functional requirements for cabin Systems
• elucidate the necessity of cabin operating systems and emergency Systems
• assess the challenges human factors integration in a cabin environment

Students are able to:
• design a cabin layout for a given business model of an Airline
• design cabin systems for safe operations
• design emergency systems for safe man-machine interaction
• solve comfort needs and entertainment requirements in the cabin

Students are able to:
• understand existing system solutions and discuss their ideas with experts

• describe the structure of primary flight control systems as well as actuation-, avionic-, high lift systems in general along with corresponding properties and applications.
• explain different configurations  and designs and their origins
• 
  

• size primary flight control actuation systems
• perform a controller design process for the flight control actuators
• design high-lift kinematics
  
  

Students are able to:

• Develop joint solutions in mixed teams

Students are able to:
• understand systems engineering process models, methods and tools for the development of complex Systems
• describe innovation processes and the need for technology Management
• explain the aircraft development process and the process of type certification for aircraft
• explain the system development process, including requirements for systems reliability
• identify environmental conditions and test procedures for airborne Equipment
• value the methodology of requirements-based engineering (RBE) and model-based requirements engineering (MBRE)

Students are able to:
• plan the process for the development of complex Systems
• organize the development phases and development Tasks
• assign required business activities and technical Tasks
• apply systems engineering methods and tools

Students are able to:
• understand their responsibilities within a development team and integrate themselves with their role in the overall process

The students are able to demonstrate their detailed knowledge in the field of  Aircraft Systems Engineering. They can exemplify the state of technology and application and discuss critically in the context of actual problems and general conditions of science and society.

The students can develop solving strategies and approaches for fundamental and practical problems in Aircraft Systems Engineering. They may apply theory based procedures and integrate safety-related, ecological, ethical, and economic view points of science and society.

The students are able to independently select methods for the project work and to justify this choice. They can explain how these methods relate to the field of work and how the context of application has to be adjusted. General findings and further developments may essentially be outlined.

The students are able to condense the relevance and the structure of the project work, the work steps and the sub-problems for the presentation and discussion in front of a bigger group. They can lead the discussion and give a feedback on the project to their colleagues.

Students are able to…

• Name and explain all phases of the systems engineering process (V-Model)
• Describe tools for systems engineering

Students are able to…

• Define requirements for a system
• Document and evaluate the system development process by using suitable tools
• Design a system
• Plan, execute and interpret system tests

Students are able to…

• Perform a complete system design in small groups
• Develop technical solutions in small groups as well as discuss, prepare and present these solutions to a plenum
• Lead team meetings and group work

• The students can use specialized knowledge (facts, theories, and methods) of their subject competently on specialized issues.
• The students can explain in depth the relevant approaches and terminologies in one or more areas of their subject, describing current developments and taking up a critical position on them.
• The students can place a research task in their subject area in its context and describe and critically assess the state of research.

The students are able:

• To select, apply and, if necessary, develop further methods that are suitable for solving the specialized problem in question.
• To apply knowledge they have acquired and methods they have learnt in the course of their studies to complex and/or incompletely defined problems in a solution-oriented way.
• To develop new scientific findings in their subject area and subject them to a critical assessment.

Students can

• Both in writing and orally outline a scientific issue for an expert audience accurately, understandably and in a structured way.
• Deal with issues competently in an expert discussion and answer them in a manner that is appropriate to the addressees while upholding their own assessments and viewpoints convincingly.