My professorship at THU

Question: What is your field of expertise?
Lisa Ollinger: Broadlyspeaking, it’s about “breathing life into” machines. For production processes to run automatically, machines must be able to configure themselves, and errors must be detected and resolved automatically. Automation is based on software. To optimize production processes, switch to new production programs, and produce a wide variety of products, the software must be highly agile and able to adapt quickly—ideally automatically. These are the kinds of topics we’re working on. When someone asks me what I do in my research, I always say, “Keyword: Industry 4.0—that’s where you’ll find me!”


Question: What do you love most about being a professor?
Lisa Ollinger: I think being a professor is so great because it’s so versatile! For me, the high degree of autonomy that comes with this job is something that fits my personality very well and makes me happy. The beauty of a university is that you can learn so much. For me, that’s a major reason why I love this profession so much. I’m a person with wide-ranging interests, and I think it’s wonderful that you can develop yourself in this way. I’d like to get more involved in research because that’s another passion of mine. We university professors do have a fairly heavy teaching load compared to universities, but we have many other advantages in return.


Question: What aspects of your job as a professor would you not want to do without?
Lisa Ollinger: Before my job in industry,I worked as a doctoral student at a research institute, where I was already teaching and supervising many student projects. The transition to industry was initially a very abrupt change. At Procter & Gamble, I supervised a few student projects on the corporate side. There were a few things I really missed in my industry job. In a company, you’re assigned to a project and have some freedom within that project, but it’s quite different from the academic world—it’s a completely different way of working.


Question: What advice can you give—especially to women—who are interested in a job like this?
Lisa Ollinger: I think as a woman, you think twice about it. That was the case for me 20 years ago, and I don’t think much has changed—unfortunately. I think it’s more natural to say, “I’m a young man, I’ve got my high school diploma, and I’m going to study mechanical engineering.” No one asks you if you really want to do that, or if you think you can actually do it. I think these are social structures that are deeply ingrained. I loved the appeal of being an engineer: developing things, devising creative solutions, and bringing them to life. That was a vision I wanted to pursue. I didn’t have any role models in that sense myself; no one in my family had a technical profession. My physics teacher had even advised me against studying engineering. But I was defiant enough back then to do it anyway.


Question: How did you come to the profession of professor?
Lisa Ollinger: During my career in industry, I gradually moved away from technology and took on more project management tasks. That’s when I realized I was missing it—delving into the subject matter, tinkering, learning about new technologies, and so on. At the time, I spoke with a former colleague who had already made the transition to becoming a professor. He encouraged me, and that was really important for me—getting that external push to believe in myself. My doctoral advisor also told me at one point that I would be very well-suited to working with students. When I received the appointment here at THU, he was also very happy and congratulated me. Back then, becoming a professor wasn’t really on the table yet.


Question: You have been a member of the THU University Council since August 1, 2021. How did you come to be there?
Lisa Ollinger: I was asked at the time. I had been at the university for two years by then and hadn’t yet delved into the details of the university’s administrative structures. Two colleagues approached me back then, and I have to say, it was also a compliment to me that I was nominated for it. I also saw it as a great opportunity to “get up to speed” and take a look behind the scenes at what’s happening in university politics. And, of course, to have some influence. I also see this kind of involvement in the university’s governance as necessary. I believe it’s important that we get involved to really bring the university to life. So I thought I’d give it a try, accept this position, and just dive right in—and I haven’t regretted it. The University Council is made up of internal and external members, and I find the perspective of the company representatives particularly interesting and love making new connections. They bring in very valuable different perspectives. I also see this as a way to further my education, get involved, and contribute to the university community.


Question: How can other members of the university community be motivated to get involved in university self-governance as well?
Lisa Ollinger: You just have to be open to seizing opportunities, taking the initiative, and putting out feelers a bit. Here at the university, we have the freedom to say where we’d prefer to get involved, whether it’s as a department head or as a dean. I myself have always found it very positive when I’ve proactively said what I’d like to do, such as now taking on the role of Dean of Studies for the Systems Engineering (Industrial Engineering) program. You really never run into rejection here if you take a proactive approach and talk to people. I think that’s a very positive environment. In short: Let’s go! Just reach out to people. I think you’ll be welcomed with open arms everywhere. Whether you want to get involved in the Senate, the University Council, or elsewhere, there are tons of opportunities. Universities in particular offer a truly wonderful environment—this wealth of opportunities and so much access to knowledge! And the fact that you can actually do something with it—whether in teaching, research, or a startup. There’s a huge range of possibilities, so: Talk to people, ask questions, and just do it!


Question: Have there ever been challenges or conflicts during your time in self-governance?
Lisa Ollinger: Of course there have been conflicts, but none where you’d want to “bury your head in the sand.” Communication and dialogue are—as everywhere—the be-all and end-all. I also think it’s important that the university strategy is being developed now to get to the heart of the matters we’ve agreed on by consensus. Of course, not everyone is 100% behind every point, but I think that everyone at the university can identify with certain points, so that we can say: “that’s where we want to go” and then ask ourselves how we can get there together through collaboration. I think it’s great that our administration is driving the strategy process forward in this way.


Question: Have you ever had any real “aha” moments?
Lisa Ollinger: Absolutely . You’re provided with first-hand information and get to hear the different perspectives. Thanks to the diverse perspectives on the University Council, issues are sometimes raised that I often don’t even notice in my day-to-day work. I think it’s important that we don’t just go about our own business, but that we truly see ourselves as part of the community. Being a professor is, in many ways, a lone-wolf job, but it doesn’t have to be! I’m not the type to just sit in a quiet little room and then go into the lecture hall to pour out my knowledge. Here, too, it’s up to us to shape things. You also have to actively work on fostering exchange, because you don’t constantly run into each other.


Question: Last but not least: Why should students study your field?
Lisa Ollinger: There’s hardly any area of life that isn’t affected by it! It’s very versatile, and you can really let your creativity run wild. There are an incredible number of intersections between the various fields, whether it’s medical technology, robotics, or environmental engineering. Even among my colleagues in Faculty P, who conduct research in renewable energy, for example, there are many areas where automation is needed—for instance, to distribute energy in our smart grids. It’s also a very important topic for shaping our future, both to address the current problems we face and, of course, to continue advancing technologically and technically.

Question: What inspired you to pursue a career in teaching?
Damian Gerbaulet: I knewfrom an early age that I wanted to pass on my knowledge and experience. When I took on a teaching position at a Berlin university alongside my design firm, I quickly realized how fulfilling it is to guide young talents on their path. I am inspired by the opportunity not only to shape the next generation professionally but also to instill important values in them. In the field of design, practical achievements such as publications and design awards count. I want to pass on these valuable experiences to my students because I am firmly convinced that the true tools of the trade are gained primarily through practice.

Question: What aspects of your job as a professor do you value most?
Damian Gerbaulet: What I valuemost is the creative freedom I have in designing projects and course content. Interacting with students is incredibly enriching for me and gives me a lot of energy. It’s great to learn, research, and tackle new topics together time and again. I find it particularly exciting to constantly discover new perspectives and to feel that the learning process is never over. In our field, Digital Media and Design, there are always new technologies like AI and VR to explore—that’s incredibly exciting. But the human connections and networks you build are also what make this job so special and fulfilling for me.

Question: What challenges do you face in your work?
Damian Gerbaulet: One of the biggest challenges as a professor is keeping up with rapid technological developments—not out of obligation, but out of curiosity. It’s important to me to stay open-minded and not fall into a rut, because during my studies I experienced just how inspiring truly curious professors can be. My goal is to always maintain a touch of whimsy in creative projects while critically examining new technologies. Finding the balance between teaching, research, and the increasing administrative tasks is also a constant challenge. This balancing act requires a lot of discipline and organization, but it also motivates me to constantly develop myself further.

Question: In your view, what makes the “Digital Media” program so unique at our university?
Damian Gerbaulet: A key aspect is the individual support and guidance we provide to our students. In our design-oriented program, we place great emphasis on intensive exchange and a seminar-based approach that includes a lot of project and team work. This is a contemporary way of teaching and learning—moving away from rote memorization and monologue-style lectures toward critical thinking and open-ended questions. We place particular importance on the close integration of theory and practice through hands-on projects, often in collaboration with industry or the city of Ulm. Additionally, our modern labs in the new building provide a first-class research and learning environment that offers students optimal conditions for their creative and technical development.

Question: What knowledge and skills do students acquire—both personally and professionally?
Damian Gerbaulet: In our program, the focus is about 70% on design and 30% on technology. Students acquire skills in areas such as user experience design, interface and interaction design, communication design, visual and film design, three-dimensional design, and animation. In addition, they develop technical skills such as programming and digital media production. Alongside these technical competencies, we place great emphasis on soft skills such as project management, teamwork, and communication skills. Particularly important to me is the ability to think critically and continually develop new problem-solving strategies. Our program is diverse and exciting, with a strong focus on media design. To succeed, students need a solid foundation in design, programming, and psychology to empathize with different people and groups and develop effective solutions.

Question: Among other things, you launched the 0t1 project, which deals with the topic of the attention economy. Where did your interest in the topic come from, and what exactly is the 0t1 project about?
Damian Gerbaulet: My interest in the attention economy began during my part-time master’s program in St. Gallen and at the Berlin University of the Arts (UdK), where I examined the effects of distraction and interruption in the context of knowledge work in my master’s thesis. I analyzed how constant availability impairs our ability to concentrate. This topic has stayed with me ever since, especially as the social situation has continued to worsen. For me, it is crucial to value our limited lifetime and to use digital technology more consciously.
In the 0t1 project, we explore how the attention economy can be leveraged to develop better products that help us use our time more meaningfully or learn more efficiently. One example is the Duolingo learning app, which applies psychological principles of user experience design to make language learning more engaging. Ultimately, it’s about becoming aware of how we spend our time—because that defines who we are.

Question: You took second place in the Inclusion Ideas Competition with the Inklubator project. What criteria were particularly relevant for the idea development?
Damian Gerbaulet: Our idea was to develop an odor detection device for people with a limited sense of smell to enable them to be more independent in their daily lives. Many affected individuals report a significant loss of quality of life and feelings of insecurity, as not every food or body odor provides immediate warning signals. We approached the project as a user-centered design initiative and identified the necessary technologies as well as the needs of the target group through a technological analysis. The most important criteria for our idea development were accessibility and user-friendliness. Our goal was to address the topic creatively and innovatively and to develop a sustainable, socially relevant solution in collaboration with those affected. Since this is a project idea that has not yet been implemented as a finished product, it remains to be seen to what extent the concept will be pursued further. Nevertheless, we hope that it can provide impetus for future developments in this area.

Question: Which moments in your career as a professor have been particularly significant for you?
Damian Gerbaulet: One outstanding moment was our exhibition at Wilhelmsburg as part of the “Stürmt die Burg” cultural festival. There, we presented interactive exhibits where visitors could experiment with digital installations. This project was very energy- and time-consuming, but also rewarding. I was particularly proud of the students, who rose to the occasion and presented their work with great pride. One graduate later told me how much she had personally matured through this high-profile exhibition. Another significant moment was winning the University Teaching Award—a special recognition that came about at the students’ initiative. For me, this appreciation was a rare and all the more valuable form of feedback that is often neglected in the hectic daily routine. It showed me that our projects are not just abstract credit points, but actually contribute to the students’ personal development and encourage them to step outside their comfort zone. The launch of the “0t1” portal, named after the Ulm-based designer Otl Aicher, was also a significant step for me. It serves as a testing ground for projects, blog articles, and book reviews and offers students valuable experience in the publication process. Seeing how this project develops is another source of fulfillment in my work as a professor.

Question: You won the 2022 University Teaching Award from the THU. Is there a specific teaching philosophy that guides your approach to teaching?
Damian Gerbaulet: For me, successful teaching is a dialogue-oriented process that fosters discourse rather than being merely a monologue. It is important to me to give students space, encourage them to take responsibility, and strengthen their critical thinking skills. I place great value on openness to new developments and the importance of lifelong learning. I actively incorporate my passion for relevant topics into my teaching, which I consider essential for motivating and inspiring students. The individual support of each student, collaboration in small project teams, and networking with industry as well as other educational and research institutions are central pillars of my teaching philosophy. These approaches have enabled me to create a learning environment in which students not only acquire knowledge but also develop valuable life and professional skills.

Question: What advice would you give to aspiring professors who also want to pursue this path?
Damian Gerbaulet: I adviseaspiring professors to demonstrate openness, curiosity, and commitment—these qualities are fundamental to a successful academic career. It is essential to be able to respond to the needs and differences of individuals and to establish a strong connection to the practical application of the knowledge gained. In addition, it is important to continuously establish and maintain contacts with partners in industry and other educational institutions.
Lifelong learning and the willingness to continually reinvent yourself and adapt your own field of expertise are indispensable, especially in times of rapid technological and sectoral change. Make sure you regularly engage with the latest developments in your field and integrate them into your teaching. This approach will not only enrich your own career but also help your students remain relevant and competitive.

Question: What is your favorite place in the Ulm region?
Damian Gerbaulet: Among my favorite places in Ulm is the Aegis bookstore with the adjacent Aegis Café. This place is a vibrant cultural hub that regularly hosts events such as jazz concerts and readings. It is a wonderful example of Ulm’s diverse and vibrant cultural landscape. Another special place for me is the Kiesental, a small green oasis on the outskirts of the city. It is the perfect place to relax and unwind from the hustle and bustle of everyday life.

Question: What motivated or inspired you to pursue a career in teaching?
Hariolf Betz: For as long as I can remember, I’ve had a wide range of interests. As a child, I knew almost every “What Is What” book from the library by heart. When I was four, I got glasses and from then on was nicknamed “little professor.” That naturally created an identification with the profession. I first had the idea of becoming a professor at a university of applied sciences during my studies. I myself studied at a university, earned my doctorate there, and then moved into the business world. There I realized that academia still interested me more than business.
In retrospect, my career path almost looks as if I had always been working specifically toward my current position. That certainly wasn’t my conscious intention at every stage. But at some point, everything just fell into place; I applied and was appointed.

Question: How do you structure your courses to convey the content in an understandable way?
Hariolf Betz: That’s an interesting question for which there’s probably no single, definitive answer. One method that works well for me is the Inverted Classroom. This means that students learn the course material in advance—usually with the help of videos. During the in-person lecture, I then address questions and misunderstandings and lead practical exercises to reinforce the material. The major advantage of this method is that I can respond spontaneously to students’ questions and issues in the lecture hall and am not strictly bound by the structure of my slide deck. I also always try to foster a playful approach to the subject matter. As early as the first few weeks of the program, my students create randomly generated works of art. In later semesters, they usually program a game.
What I appreciate about such exercises is that students receive direct visual feedback. It’s easier to notice “my game character isn’t moving the way it should” than to see in a database application: “there’s a 5 at the end where a 10 should have been.” On top of that, creative freedom can be incredibly motivating. Sometimes motivational resources come to light that you wouldn’t have thought possible. And that’s despite the fact that game programming is one of the most complex domains of software development.

Question: What aspects of your job do you like the most?
Hariolf Betz: Actually, the freedom is a huge plus. I only realized the extent of this freedom as I went along. I don’t just determine the specific content I use to fill in the requirements of the module manuals, but also the method by which I convey this content—and I do this in new ways time and again. That’s fantastic. Of course, I also appreciate the high level of security, the job stability, and the fact that I have to worry much less about my retirement savings than others do. You feel very protected in this profession, in a good way. That’s nice.

Question: What challenges does the job of a professor entail from your perspective?
Hariolf Betz: I was diagnosed with ADHD at the beginning of this year. That explains quite well why certain things are harder for me than for others: administrative tasks, for example, can quickly ruin my day, even if they don’t actually take much time. So I often put them off until the very last minute. The same goes for any recurring task that doesn’t present a significant challenge. I’m also not a particularly patient person. I usually speak and think faster than the person I’m talking to. In face-to-face conversations, I get bored quickly, and it takes effort not to lose my focus. I won’t even get started on my lack of talent for participating in committee meetings.

Question: Would you say that the ADHD diagnosis is a major challenge for you as a professor?
Hariolf Betz: No , I wouldn’t generalize it that way. My disposition also makes many things easier for me. For example, I’m good at improvising, and I love being on stage. That’s why I’ve been doing improvisational theater for many years, which I find to be an enormous advantage in the lecture hall. When I’m in hyperfocus, it’s very easy for me to acquire knowledge and new skills in a short amount of time. People also say that those of us with ADHD have a broad general knowledge, a sense of humor, and good insight into human nature. By the way, I’m pretty sure I’m not the only professor with ADHD at THU.
I don’t see the diagnosis as an illness, but rather as a variant of normality with its pros and cons. However, it can be very stressful if you measure yourself against standards that actually apply to neurotypical people—that is, people without ADHD. Then you tend to overestimate your own deficits and overlook your strengths. That’s why the diagnosis has helped me a lot. For the future, I hope that we as a society learn to talk openly about neurodiversity. I’d be happy to do my part toward that.

Question: How do you like Ulm?
Hariolf Betz: Ulm is a great city. For me, Ulm is just the right size. On the one hand, I can get out into nature incredibly quickly. I used to often hop on my bike in the afternoons and ride out to the Swabian Alb. Now that I have kids, I can be in the woods with the stroller in five minutes.
On the other hand, there’s also a lot on offer culturally. Of course, on a smaller scale than in a big city. But to be honest, big cities tend to overwhelm me rather than let me enjoy them.

Question: Do you have a favorite spot in Ulm?
Hariolf Betz: My favorite spot is the section of the Ulm Höhenweg from Uni West to my home on the old Eselsberg. Another favorite spot is the Hochsträß. Before we had children, my wife and I often rode our mountain bikes up there. Now we go there with the kids in the fall to fly kites. I realize that I’ve always appreciated the outskirts of the city. The view of the city in front of me, the rustling trees behind me: that’s what makes a place feel right to me. Ulm has plenty of such places.

Question: You have been chair of the examination committee for several years. How do you ensure in this role that exams and the examination process are conducted transparently and fairly?
Hariolf Betz: The evaluation of exam performance as such naturally falls within the competence of my colleagues. As chair of the examination committee, my primary role is to lead the meetings in which we decide on student appeals. To this end, I acquire legal knowledge to understand the scope of our discretion and the potential consequences of our decisions, and to communicate this to the committee. I also ensure that we remain consistent in our decision-making practices.
Another important topic is exam planning, on which I focus intensively for several weeks each year.

Question: Parental leave often brings many changes. How did you experience that?
Hariolf Betz: When my first daughter was six months old, I took a full semester off while my wife worked. That was really a leap into the deep end. At first, my daughter cried a lot and wanted her mom. I admit that I definitely struggled with my decision during the first few days. After a few weeks, however, my daughter and I were well attuned to each other and had a wonderful time together from then on.
When my second daughter was born, there was no question in my mind that I wanted to take another semester of parental leave. I’m really looking forward to this time. At first, it will be a challenge again because I’ll have to step out of my usual routines and my comfort zone. This time, though, I already know for sure that it will be a wonderful time.

Question: What advice would you give to someone considering becoming a professor at a university of applied sciences?
Hariolf Betz: My first impulse is to say: Just do it! But perhaps I’m speaking too much from my own perspective. Perhaps the advice should be: Listen to your gut! For me, there was no question that I enjoy diving into new topics, that I’m good at explaining and presenting, and that I value academic freedom just as much as financial security. Anyone cut from that cloth will love this profession.
What helped me dispel any remaining doubts were personal conversations with professors from my extended circle of acquaintances. They all encouraged me in my decision, for which I am very grateful today. Hence my second piece of advice: Talk to professors.

Question: What motivated you to apply for a professorship at THU?
Annika Götz: Even while I was working in industry, I held a teaching position at THU for many years. Once a week, in the evenings after work, I gave a lecture at THU—something I looked forward to as early as lunchtime. I realized that I really enjoyed passing on knowledge and motivating people to learn.

Question: How did you come up with the idea of taking on a teaching position?
Annika Götz: It was a coincidence. I knew someone at THU whom I had met during my doctoral studies at the University of Stuttgart, and they gave me the idea. Chance presented me with an opportunity, and I just had to seize it.

Question: Which aspects of your work as a professor appealed to you most when you applied?
Annika Götz: At first, I was primarily motivated by the desire to pass on my knowledge. It wasn’t until I was already a professor at THU that I realized how much autonomy I have in my work here. At a university, it’s possible to tackle many things based on my own motivation and to drive forward topics I’m passionate about. In industry, by comparison, much is dictated from the outside: by supervisors, projects, schedules, orders, and clients. Of course, I also have responsibilities at a university, such as ensuring teaching and exams. My course material must align with the THU’s curriculum and cover specific areas. But how I teach the material is largely up to me.

Question: Why did you specifically want to become a professor at a University of Applied Sciences (HAW)?
Annika Götz: A major advantage of a university of applied sciences is that there is a lot of contact with industry. During my time in the corporate world, I experienced a lot—for example, all the things that can go wrong and how I can fix them. When I share these behind-the-scenes stories, those are the moments when students really love to listen. Then some nod knowingly because they’ve already experienced that in a company, perhaps during their internship semester. We also have students in the Ulm Model, who are completing a degree program with integrated vocational training. I think this is a tremendous asset.

Question: How exactly do you stay up to date to prepare your students for their professional future?
Annika Götz: I visit the students during their internship semesters at their companies. When I walk through the workplaces, I enjoy striking up conversations with employees and listening to what’s going well and where there are current challenges. I also base some of my lectures on this. In addition, my former company provides the topic for my lecture on design methodology every semester. It always revolves around a topic that is a pressing concern for the company. The students’ proposed solutions don’t end up in a drawer; instead, the company continues to work with them. I’m always surprised by how creative students are and the ideas they come up with. The advantage of new graduates is that they still have a broad perspective and don’t think: “I’d rather not do that; it’s never worked before.”

Question: How do you approach teaching, and what is important to you in this regard?
Annika Götz: Under no circumstances do I want to just drone on about my material in a lecture-style setting. I experienced that enough as a student. What’s important to me is my personal attitude: If I enjoy conveying my content myself because I’m passionate about it, then there’s a good chance I can get the students on board. I like to communicate directly with students and ask a lot of questions. I want students to discover the topics on their own through assignments, search for answers, and be able to draw on knowledge from reliable sources. I want to empower them to help themselves. Of course, I also lecture in the lecture hall from time to time. But I notice that the exercises are what lead to those “aha” moments. The best part is when I can see in most students’ eyes that it’s “clicked.”

Question: Is there a favorite project you’d like to pursue at THU?
Annika Götz: My passion is the reparability of products—it’s all about sustainability and conserving resources. It’s still in its infancy. I’m supervising two bachelor’s theses on this topic. Afterthat, I’ll see how it develops and whether I can build something here.

Question: There are many ways to get involved at a university. Is there a specific area that appeals to you?
Annika Götz: Right now , I find it very exciting to promote the profession of mechanical engineer. We visit schools and provide information about the excellent education at THU. We want to convey that this is a truly great job—diverse, interesting, well-paid, and in high demand. I also enjoy providing information about our degree programs at our booth during the education fair. Then there’s the “Girls Academy”—where girls from two high schools come to visit us. Here, they get to use CAD software to design keychains and end up holding their own printed keychain in their hands.

Question: How did you settle into your department of Mechanical and Automotive Engineering?
Annika Götz: The camaraderie is great. We can meet in the conference room in the morning and after lunch, have a coffee, and chat about work, personal life, or hobbies.

Question: You were already quite familiar with the Ulm region because you had worked here. How would you describe the region and its people to someone who doesn’t know them yet?
Annika Götz: I find the people of Ulm and the Ulm region very friendly. People here love to celebrate and have a bit of fun—the “Nabada” is a perfect example. When I need some peace and quiet, I like to sit by the Danube. I watch the birds and the people as they go for walks, rollerblade, or ride bikes.

Question: And your insider tip?
Annika Götz: The astronomical clock in City Hall. When you consider that it’s nearly 500 years old and displays 15 pieces of calendar information, it’s an ingenious feat. Just imagine the mechanism behind it. A magnificent piece of engineering!

Prof. Dr. Martin Heßling has been a professor of Instrumentation for Biotechnology and Medicine at the THU since 2005. His teaching focuses on subjects such as biophotonics, biotechnology, and bioprocess engineering. In addition to his teaching duties, Prof. Heßling is also active in applied research and leads a research group specializing in germ control using visible light and UV radiation. Of particular note is his project aimed at reducing the risk of ventilator-associated pneumonia in intensive care patients. In this context, his research group is investigating the use of blue and violet light in medical devices, particularly in endotracheal tubes, to prevent bacterial infections in the lungs.