Informatik, TU Wien

Master program Business Informatics

The master program Business Informatics aims at a strong international embedding in research and economics. In order to ensure this, all the lectures of the master program are held in English and the master’s thesis is written in English.


The master’s program Business Informatics provides in-depth scientifically and methodically sound education yielding long-lasting knowledge. For graduates, these studies open up career opportunities in various economic branches, including technology companies that act as IT solution suppliers, in so-called user companies that use IT solutions, in consultancies, and in public administration. Another prospect is self-employed activity as an entrepreneur, such as within start-up structures. Likewise, continuing with doctoral studies is possible, which opens further career opportunities in the industry and in academia.

The Master of Business Informatics aims at a strong international embedding in research and economics. In order to ensure this, all the lectures of the master program are held in English and the master’s thesis is written in English.

Business informatics is an academic discipline that deals with information processes and the associated phenomena in a socio-economic context. At TU Wien, business informatics is considered as an engineering discipline, which mainly dedicates itself to analyzing, designing, implementing, and evaluating information systems in business, public administration, and the private sphere. Information systems are socio-technical systems that include human and machine components. Modern information systems play a central role in almost all economic, political, and social contexts. They represent a fundamental prerequisite for the increasing digitization of the economy and society and thus will gain even more importance in the future.

Professional Qualification of the Graduates

Due to the occupational requirements, qualifications regarding the following categories are included in the Master of Business Informatics:


Subject-specific skills
Education in business informatics teaches scientifically sound concepts and methods that enable students to analyze, design, implement, operate, and use IS within and between organizations. It is intended that as future decision-makers, they will be able to understand the potential benefits of targeted provision of information, in particular for information, goods, and cash flows and to make these a reality via appropriate use of information systems. Students thus acquire broad and (in selected subtopics) in-depth technical knowledge relating to methods of designing by means of IT. They also acquire a solid understanding of possible areas of application within organizations. The focus is always on the intended ability to design and deploy IS toward the implementation of corporate goals. This includes reflecting on products, services, and processes within and between organizations. Paying heed to design-related tasks in the development of application systems requires an understanding of the effect mechanisms of software systems. Accordingly, it is essential that students also develop programs themselves.

  • Understanding domains of IS application within organizations and for consumers
  • Analyzing, designing, implementing, operating, and using IS in single instances and between organizations
  • Exploiting potential benefits of targeted information provisioning, in particular for information, goods, and cash flows by appropriate deployment of IS
  • Understanding the functioning of software systems
  • Developing software


Social Skills
In addition to subject-specific skills, key social and personal skills are also acquired. Being professionally active in business informatics often means assuming a ‘‘translation role’’ between the languages found in business administration and those found in the technical area. This necessitates high requirements being set in terms of certain social skills (including cooperation and communication skills for working in interdisciplinary and possibly distributed project teams, even across countries and continents; presentation and discussion of work results, also in foreign languages). The acquisition of social and personal skills is done partially in an implicit manner, via the acquisition of subject-specific skills. In addition, modules in which relevant skills are taught and practiced are also a high priority. These include seminars and project work in which teams work on real-life tasks and present the results under realistic conditions.

  • Ability to lead teams (leadership skills)
  • Showing interest in other people and their concerns (empathy)
  • Ability to inspire others for a cause (ability to motivate)
  • Constructively dealing with different perspectives and interests, identifying causes in conflict situations and developing solutions (conflict management)
  • Defining, committing to, and working toward team goals together, dealing with criticism (teamwork, cooperativeness, ability to take criticism)
  • Being self-assured and confident in negotiations and representing one’s own interests and those of the team well (ability to negotiate and discuss)
  • Sticking to rules and agreements and carrying out responsibilities with the promised quality (reliability)



Personal skills
In addition, students gain personal skills that motivate and empower them for lifelong learning. In particular, this includes learning skills, problem-solving skills, and the ability to reflect autonomously on work experiences and translate them into adjusted behavior.

  • Ability and willingness to independently acquire new knowledge and to learn from successes and failures (learning skills and motivation)
  • To engage with changing conditions and deal with changing situations (adaptability)
  • Knowing one’s own scope of possibility for decision making and the responsibility that goes with this, obtaining the necessary information, developing alternatives, setting priorities, and finding a solution within a reasonable time (decision-making ability)
  • Willingness to apply and commit oneself (initiative)
  • Thinking, deciding, and acting entrepreneurially (entrepreneurship)
  • Constructively dealing with difficult conditions such as high pressure, resistance, disruptions, and performing well during difficult phases (endurance/stamina)
  • Ability to research sources and asses them in a reflective way, to structure situations sensibly and properly delineate one’s own ideas from those of others (working scientifically)
  • Writing and speaking clearly and understandably, using situation-appropriate vocabulary (ability to express oneself)
  • Understanding and organizing extensive and complex relationships in a short time, filtering out what’s most important and representing it in a generally intelligible way (ability to analyze, present, and communicate)
  • Assessing situations and deriving consequences and solutions (assessment and problem-solving ability)
  • Running projects according to requirements and restrictions (project management)

Professional Activity

Graduates are among others qualified for the following non-exhaustive list of job profiles:

  • Technology Entrepreneur: Graduates have many of the prerequisites to develop technology-based innovations and, in doing so as entrepreneurs, to establish and lead companies. In addition, as intrapreneurs, they can assume corresponding roles in innovative companies or spin-offs.
  • Enterprise Architect: Graduates acquire the ability to build a holistic view of the organization's strategy, processes, information, and information technology assets. They ensure that the business and IT are in alignment. The enterprise architect links the business mission, strategy, and processes of an organization to its IT strategy, and documents this using multiple architectural models or views that show how the current and future needs of an organization will be met in an efficient, sustainable, agile, and adaptable manner.
  • Process Manager: Graduates are educated to look at a company as an interdepartmental value chain and strive to identify and improve processes. With modern IT, outdated structures can be eliminated, media breaks avoided, processes streamlined, and systems integrated.
  • IT Manager: Graduates are prepared to take a leadership and supervisory role in which one aims for effective and efficient information supply and use of IT. IT managers lead organizations such that the value contribution IT makes to organizational objectives and results is maximized and the risks associated with the use of IT are minimized.
  • Consultant: Graduates are trained to provide support in areas such as the design of IS and in the selection and implementation of application systems. Furthermore, they may support organizations in various decisions related to IT: IT strategy, IT portfolio management, and enterprise architecture, as well as mergers, acquisitions, or the introduction of new IT.

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