Building on the management of data and information, knowledge management has become the focus of scientific interest in recent years. This interest is supported by the broad interest of companies that have identified the resource knowledge as a central component of their competitive position. On the one hand, this interest favors the further development of the research discipline, but on the other hand, it also provides for a multitude of concepts and tools for knowledge management that are applied in practice and propagated by manufacturers.

Thus, the essential learning goal is to separate "hype" topics from scientific challenges, to deal with the basic types of knowledge (explicit/implicit), to analyze management approaches suitable for these types of knowledge, to analyze and evaluate corresponding toolkits, and to synthesize new methods and tools for the scientific, but also from practice known open questions. The different forms of dealing with the challenges (reviewing lectures, preparing own seminar presentations and dealing with a complex case study), especially the evaluation and synthesizing competence, and also supra-disciplinary personality-related and social competencies are promoted.

Specifically, the learning objectives are as follows:

• Students know the different types of knowledge and the taxonomy of types of knowledge. They can characterize these types of knowledge
• They know different forms of knowledge representation, apply them, and evaluate their advantages and disadvantages
• Students understand the differences between individual, intraorganizational and interorganizational knowledge management. They assess the role of the organization and the importance of the corporate culture(s) for the success of knowledge management. They can design knowledge management solutions at all three of the above levels.
• Students understand the importance of learning processes for the creation of knowledge. They can apply e-learning strategies and plan and implement knowledge transfer and distribution processes in (possibly distributed or virtual) organizations. They can monitor and evaluate these learning processes.
• Students can analyze existing information sources in companies and, based on this, design knowledge genesis based on linked information using business intelligence methods
• Students can map a company's existing knowledge as intellectual capital in the form of an intellectual capital statement. They will be able to interpret this balance sheet and generate suitable measures for the company's further development.
• During the seminar, the students examine different instruments for knowledge management and evaluate them.