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Steinhardt I. Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. ISA Pedagogy Series. 2021;1(1):42-59.

Horwath I, Diabl C. Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement. Gender and Education. Published online 2019:1109-1126. doi:10.1080/09540253.2019.1608355

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

Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic failure. In: ; 2015.

Brahm T, Wagner D, Jenert T. A person-centred approach to students’ transition into Higher Education. In: ; 2015.

Jenert T, Reinmann G. Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule. In: Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE. ; 2015.

Brahm T, Jenert T. On the assessment of attitudes towards studying—development and validation of a questionnaire. Learning and individual differencesf: journal of psychology and education. 2015;43:233-242.

Brahm T, Zellweger F, Jenert T, Thomann G. Developing study programs as a continuous task-the role of educational developers. In: ; 2014.

Brahm T, Jenert T. The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. In: ; 2014.

Gebhardt A, Jenert T. Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school. In: ; 2014.

Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). In: EARLI European Association for Research on Learning and Instruction; 2013.

Brahm T, Jenert T. A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation. In: EARLI European Association for Research on Learning and Instruction; 2013.

Jenert T. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen; 2012.

Jenert T. Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit. In: Gesellschaft für Hochschulforschung GfHf; 2012.

Jenert T, Brahm T. “Nur” didaktisch oder auch strategisch?: Strukturelle Verankerung, Aufgaben-und Wirksamkeitswahrnehmungen hochschuldidaktischer Einrichtungen in Deutschland. In: Deutsche Gesellschaft für Hochschuldidaktik dghd; 2012.