Soyka, C., Ullrich, M., Striewe, M., &; Schaper, N. (2023). Comparison of Required Competences and Task Material in Modeling Education. Enterprise Modelling and Information Systems Architectures, 18, Article 7.https://doi.org/10.18417/EMISA.18.7 
LibreCat: /record/47065
DOI: 10.18417/EMISA.18.7

Soyka, C., Schaper, N., Bender, E., Striewe, M., &; Ullrich, M. (2022). Toward a Competence Model for Graphical Modeling. ACM Transactions on Computing Education, 23(1), Article 15.https://doi.org/10.1145/3567598 
LibreCat: /record/33839
DOI: 10.1145/3567598

Lee, S. J., Schneijderberg, C., Kim, Y., &; Steinhardt, I. (2021). Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. Sustainability, 13(17), Article 9515.https://doi.org/10.3390/su13179515 
LibreCat: /record/33372
DOI: 10.3390/su13179515

Steinhardt, I. (2021). Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. ISA Pedagogy Series, 1(1), 42–59.
LibreCat: /record/36545

Horwath, I., &; Diabl, C. (2019). Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement. Gender and Education, 1109–1126.https://doi.org/10.1080/09540253.2019.1608355 
LibreCat: /record/24462
DOI: 10.1080/09540253.2019.1608355

Horwath, I., Dohmeier-Fischer, S., Weiß-Borkowski, N., &; Tröster, T. (2018). FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING. INT Proceedings.https://doi.org/10.21125/inted.2018.1651 
LibreCat: /record/24468
DOI: 10.21125/inted.2018.1651

Bohndick, C., Rosman, T., Kohlmeyer, S., &; Buhl, H. M. (2017). The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. Higher Education, 75(5), 839–854.https://doi.org/10.1007/s10734-017-0173-6 
LibreCat: /record/32535
DOI: 10.1007/s10734-017-0173-6

Brahm, T., Jenert, T., &; Wagner, D. (2016). The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. Higher Education, 73(3), 459–478.https://doi.org/10.1007/s10734-016-0095-8 
LibreCat: /record/4421
DOI: 10.1007/s10734-016-0095-8

Brahm, T., Jenert, T., &; Wagner, D. (2015). The self-fulfilling prophecy of fear of academic failure. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.
LibreCat: /record/4463

Brahm, T., Wagner, D., &; Jenert, T. (2015). A person-centred approach to students’ transition into Higher Education. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.
LibreCat: /record/4464

Jenert, T., &; Reinmann, G. (2015). Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule. In Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE. Hannover.
LibreCat: /record/4467

Brahm, T., &; Jenert, T. (2015). On the assessment of attitudes towards studying—development and validation of a questionnaire. Learning and Individual Differencesf: Journal of Psychology and Education, 43, 233–242.
LibreCat: /record/4423

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.
LibreCat: /record/4470

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.
LibreCat: /record/4474

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.
LibreCat: /record/4475

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.
LibreCat: /record/4478

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.
LibreCat: /record/4480

Jenert, T. (2012). Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse. Universität St. Gallen.
LibreCat: /record/4443

Jenert, T. (2012). Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit. Presented at the 7. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf), Wien: Gesellschaft für Hochschulforschung GfHf.
LibreCat: /record/4482

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.
LibreCat: /record/4483

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.
LibreCat: /record/4430

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.
LibreCat: /record/4489

Jenert, T., &; Brahm, T. (2010). ,,Blended Professionals´´ als Akteure einer institutionsweiten Hochschulentwicklung. Zeitschrift Für Hochschulentwicklung, 5(4), 124–145.
LibreCat: /record/4433

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.
LibreCat: /record/4493

Jenert, T., Zellweger, F., Dommen, J., &; Gebhardt, A. (2009). Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller, pädagogischer und organisationaler Perspektive.
LibreCat: /record/4450