Brahm, T., Zellweger, F., Jenert, T., &; Thomann, G. (2014). Developing study programs as a continuous task-the role of educational developers. Presented at the ICED 2014f: Educational Development in a Changing World, Stockholm.

Brahm, T., &; Jenert, T. (2014). The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. Presented at the SI Higher Education &; SI Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven.

Gebhardt, A., &; Jenert, T. (2014). Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school. Presented at the SI Higher Education &; SI Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven.

Schwab, S., Seifert, S., &; Gasteiger-Klicpera, B. (2014). Improving reading in children with German as a first or second language. International Journal of Early Years Education, 22(2), 210–222.https://doi.org/10.1080/09669760.2014.909308 

Landhäußer, S., Faas, S., &; Treptow, R. (2014). Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany. Center for Educational Policy Studies Journal (CEPS), Vol 4(No 4).https://files.eric.ed.gov/fulltext/EJ1129548.pdf 

Gramzow, Y., Riese, J., &; Reinhold, P. (2014).  Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study. In C. P. Constantinou, N. Papadouris, A. Hadjigeorgiou, &; European Science Education Research Association (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13 (pp. 20–27).

Brahm, T., Jenert, T., &; Euler, D. (2013). On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München : EARLI European Association for Research on Learning and Instruction.

Brahm, T., &; Jenert, T. (2013). A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation. Presented at the 15th Biennial EARLI Conference, München: EARLI European Association for Research on Learning and Instruction.

Temmen, K., &; Walther, T. (2013). Learning by Doing – Improving Academic Skills. International Journal of Engineering Pedagogy (IJEP), 3(3), Article 57.https://doi.org/10.3991/ijep.v3i3.2827 

Klingsieck, K. B., Grund, A., Schmid, S., &; Fries, S. (2013). Why Students Procrastinate: A Qualitative Approach. Journal of College Student Development, 54(4), 397–412.https://doi.org/10.1353/csd.2013.0060 

Prediger, S., &; Wessel, L. (2013). Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention. Mathematics Education Research Journal, 25(3), 435–456.https://doi.org/10.1007/s13394-013-0079-2 

Jenert, T. (2012). Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse. Universität St. Gallen.

Jenert, T. (2012). Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit. Presented at the 7. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf), Wien: Gesellschaft für Hochschulforschung GfHf.

Jenert, T., &; Brahm, T. (2012). “Nur” didaktisch oder auch strategisch?: Strukturelle Verankerung, Aufgaben-und Wirksamkeitswahrnehmungen hochschuldidaktischer Einrichtungen in Deutschland. Presented at the 41. Jahrestagung Deutschen Gesellschaft für Hochschuldidaktik dghd, Mainz: Deutsche Gesellschaft für Hochschuldidaktik dghd.

Riese, J., &; Reinhold, P. (2012). Die professionelle Kompetenz angehender Physiklehrkräfte in verschiedenen Ausbildungsformen. Zeitschrift für Erziehungswissenschaft, 15(1), 111–143.https://doi.org/10.1007/s11618-012-0259-y 

Jenert, T., Gebhardt, A., &; Käser, R. (2011). Weblogs zur Unterstützung der Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung. Zeitschrift Für E-Learning, 6(2), 17–29.

Brahm, T., Gebhardt, A., &; Jenert, T. (2011). Learning culture as a prerequisite for an institution-wide approach to educational development. Presented at the 14th Biennial European Conference for Research on Learning and Instruction (EARLI), Exeter: European Association for Research on Learning and Instruction.

Jenert, T., &; Brahm, T. (2010). ,,Blended Professionals´´ als Akteure einer institutionsweiten Hochschulentwicklung. Zeitschrift Für Hochschulentwicklung, 5(4), 124–145.

Jenert, T., &; Gebhardt, A. (2010). Learning Cultures at Higher Education Institutions: Outlining a wohle-institution approach to teaching and learning. Presented at the Future Visions for Learning and Teaching, Kirkkonummi, Helsinki, Finnland.

Jenert, T., Zellweger, F., Dommen, J., &; Gebhardt, A. (2009). Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller, pädagogischer und organisationaler Perspektive.