University of Vienna · Faculty of Physics
Competence in Conflicts
A seminar on conflict analysis, communication, and mediation practice — offered to students of physics and related natural sciences.
What this course is about
Scientists rarely receive formal training in conflict — yet research environments generate friction constantly: between collaborators, across hierarchies, in project negotiations. This seminar fills that gap. It brings established frameworks from conflict theory and communication psychology into a university physics context, giving participants practical tools they can apply immediately.
The focus is on solution-oriented conversation — how to move a conflict from escalation toward resolution through structured dialogue. Core techniques include reframing, active listening, and interest-based analysis. All methods are trained in small groups through role play and real-case work, not just discussed in theory.
Conflict Analysis
Understanding the structure and dynamics of a conflict before trying to resolve it. Identifying positions vs. interests, escalation stages, and systemic patterns.
Communication
Applied techniques from nonviolent communication (Rosenberg), the four-sides model (Schulz von Thun), and negotiation practice — adapted for scientific and academic settings.
Practical Application
Participants document a real-world application across the semester. The emphasis throughout is on transferable skill over abstract knowledge.
Background
Andreas Grill holds a degree in physics (Mag.) from the University of Vienna and is a trained mediator. This course connects both fields: it uses the analytical rigour expected in physics education to structure what is usually treated as a "soft" topic. The small group format — capped at twelve participants — is deliberate, enabling the depth of practice that larger lecture formats cannot offer.
The seminar was taught within SPL 26 – Physics, making conflict competence accessible as an elective credit within a natural science degree — an unusual combination that reflects the conviction that technical expertise and interpersonal skill are not separate careers.