Innovative Food Systems

44B0878

Bachelor

English

5.0

only summer term

1 semester

The module consists of the following three areas:

1) Seminar presentations on current topics combined with workshops (organized by students)

2) Internal faculty "excursions" to become familiar with the research and transfer focus areas of the Faculty of Agricultural Sciences and Landscape Architecture

3) Short excursions (possibly also digital) to companies to gain insights into innovative agricultural or food systems

In the "Management of Sustainable Food Systems" program, students gain a comprehensive understanding of various subject areas. In addition to the key areas of "Management," "Project Management and Future Skills," and "Data Science, AI, and Key Technologies," students receive in-depth insights into the agricultural and food sector, with further exploration at various points in the curriculum. Given the wide range and dynamic nature of topics in the agricultural and food sector, not all relevant aspects are covered in the mandatory modules of the program.

Therefore, this module aims to identify current topics in collaboration with students, which are then worked on by student groups in a scientific and practical manner. These topics are presented for discussion in the course plenary using interactive formats. Additionally, both internal and external excursions are organized to gain a more detailed understanding of innovative agricultural and food systems.

A) Selection of various industry topics (e.g., cultivation and production topics, technological innovations, consumer trends, marketing issues, transformation of food systems, sustainable and resilient supply chains, reduction of food waste, empowerment of vulnerable groups, innovations in the food industry, etc.)

B) Insights into the research and transfer activities of the Faculty of Agricultural Sciences and Landscape Architecture in the form of so-called "internal excursions" (e.g., product innovations from the campus, startup activities within the Startup Lab, vertical indoor farm, university's own online shop, etc.)

C) Short excursions (possibly also digital) to companies with innovative agricultural or food systems

The total workload for the module is 150 hours (see also "ECTS credit points and grading").

As part of the small group work:

A) Students, based on research and practical contacts and under the guidance of an instructor, develop and present an innovative agricultural or food system.

B) Students develop a discursive format (e.g., World Café) to engage their fellow students in a discussion on this topic

• Oral presentation, with written elaboration or
• Written examination or
• oral exam

• Regular participation

Standard assessment: Presentation (An alternative assessment method may be selected by the examiner and will be announced at the beginning of the course.)

Not graded: Regular attendance at the seminars

Presentation: Approximately 20-30 minutes, with an accompanying written report depending on the subject area: approximately 10-15 pages.

There are no prerequisites beyond those stated in the general section of the examination regulations. However, it is recommended to take the module on Scientific Work and Project Management. Additionally, having broad prior knowledge is advantageous, so it is recommended not to enroll in this module before the fourth semester.

The concept of this module focuses on broadening knowledge. Under the supervision of the module's instructors, students independently engage with current topics. They research current literature from science and professional practice and contact companies that are active or even leading in the respective field. In doing so, they not only deepen the group topics they have prepared themselves but also gain, through interactive discussion and participation formats, a broader overview of current industry topics. This enables them to assess different agricultural and food systems and, in conjunction with the other skills acquired during their studies, initiate and support meaningful processes to optimize and solve future challenges.

A deepening of knowledge is achieved, on the one hand, through the students' own development of the group topic. On the other hand, the "internal" and "external" excursions provide deeper insights into selected problem and research areas of the industry. In particularly relevant fields of the industry, students are therefore able to confidently discuss and present viewpoints with industry experts.

What is special about this module is the cross-thematic and at the same time interdisciplinary approach, which is also reflected in the academic composition of the instructors. Due to the guidance of experienced teachers, the breadth of topics, and the discursive formats, students acquire an understanding of knowledge that enables them to independently work on solutions (both within the context of their own thesis and in their professional careers).

In this module, students not only acquire knowledge but are also encouraged to critically reflect on the content they've developed through appropriate guidance. Due to their interaction with key figures from academia and practice, they are also able to transfer problem-solving skills to other situations and provide independent impetus for further developments.

As previously explained, the focus is not only on engaging with application-oriented content from academically influenced professional fields. Rather, research innovations from the students' own faculty are also addressed. Due to the authentic presentation of research approaches and the "accessibility" of the research actors, the threshold for interaction is significantly lowered. Upon completion of the module, students can assess the scientific innovation potential for the industry and are capable of utilizing research approaches for the industry, for example, in the context of their own thesis.

After engaging in discourses across various subject areas, students can, upon completion of this module, discuss and substantiate technical and factual solutions with both experts and non-experts. They are able to communicate "at eye level" and collaborate with professionals in the field.

Students can also assess the societal relevance of new agricultural and food systems beyond their own industry connections and the skills learned during their studies.

• Kaufmann, Falko

• Dierend, Werner
• Krieger-Güss, Stephanie
• Westerheide, Jens

Anke Riemenschneider (Schnittstelle zur allgemeinen Organisation von Exkursionen); Susanne Kunde