B. Manning, G. Braam, and D. Reimsbach, “Corporate governance and sustainable business conduct—&;scp&;E&;/scp&;ffects of board monitoring effectiveness and stakeholder engagement on corporate sustainability performance and disclosure choices,”10.1002/csr.1687__Corporate Social Responsibility and Environmental Management, vol. 26, no. 2, pp. 351–366, 2018, doi:10.1002/csr.1687 .

B. Manning, G. Braam, and D. Reimsbach, “Corporate governance and sustainable business conduct—&;scp&;E&;/scp&;ffects of board monitoring effectiveness and stakeholder engagement on corporate sustainability performance and disclosure choices,”10.1002/csr.1687__Corporate Social Responsibility and Environmental Management, vol. 26, no. 2, pp. 351–366, 2018, doi:10.1002/csr.1687 .

D. Beverungen, H. Lüttenberg, and V. Wolf, “Recombinant Service Systems Engineering,”10.1007/s12599-018-0526-4__Business &; Information Systems Engineering, vol. 60, no. 5, pp. 377–391, 2018, doi:10.1007/s12599-018-0526-4 .

D. Beverungen, H. Lüttenberg, and V. Wolf, “Recombinant Service System Engineering,” in Proceedings der 13. Internationalen Tagung Wirtschaftsinformatik (WI 2017), St. Gallen, Switzerland, 2017, pp. 136–150.

S. Paloniemi and M. Goller, “The Multifaceted Nature of Agency and Professional Learning,” in Agency at work: An agentic perspective on professional learning and development, M. Goller and S. Paloniemi, Eds. Cham: Springer International Publishing, 2017, pp. 465–478.

A. Valentincic, A. Novak, and U. Kosi, “Accounting quality in private firms during the transition towards international standards,”10.1080/17449480.2017.1378821__Accounting in Europe, vol. 14, no. 3, pp. 358–387, 2017, doi:10.1080/17449480.2017.1378821 .

J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study,” Mathematics Teacher Education and Development (MTED), vol. 19, no. 3, pp. 76–93, 2017.

L. Eichen and J. Bruns, “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen,”10.1026/2191-9186/a000310__Frühe Bildung, vol. 6, no. 2, pp. 67–73, 2017, doi:10.1026/2191-9186/a000310 .

T. Jenert, “Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture,” Zeitschrift für Hochschulentwicklung, vol. 9, no. 2, pp. 1–12, 2014.

T. Brahm, F. Zellweger, T. Jenert, and G. Thomann, “Developing study programs as a continuous task-the role of educational developers,” presented at the ICED 2014f: Educational Development in a Changing World, Stockholm, 2014.

T. Jenert, “Eine Systematisierung komplementärer Zugänge zur Lehrentwicklung am Beispiel des Förderprogramms Lehren,” presented at the 43. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik (dghd), Braunschweig, 2014.

T. Brahm, T. Jenert, and D. Euler, “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 , 2013.

S. Gregor, O. Müller, and S. Seidel, “Reflection, abstraction and theorizing in design and development research,” in European Conference on Information Systems, 2013.

D. Reimsbach and R. Hahn, “The Effects of Negative Incidents in Sustainability Reporting on Investors’ Judgments–an Experimental Study of Thirdparty Versus Selfdisclosure in the Realm of Sustainable Development,”10.1002/bse.1816__Business Strategy and the Environment, vol. 24, no. 4, pp. 217–235, 2013, doi:10.1002/bse.1816 .

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

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

T. Jenert and T. Brahm, “‘ 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, 2012.

T. Jenert, “Developing a learning centered model for designing and managing study programmes,” presented at the 14th Biennial European Conference for Research on Learning and Instruction (EARLI), Exeter, 2011.

T. Brahm, A. Gebhardt, and T. Jenert, “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, 2011.

V. Narayan, K. S. Lohan, M. Tscherepanow, K. Rohlfing, and B. Wrede, “Can state-of-the-art saliency systems model infant gazing behavior in tutoring situations?,”10.3389/conf.fncom.2011.52.00035__Frontiers in Computational Neuroscience, vol. 5, no. 35, 2011, doi:10.3389/conf.fncom.2011.52.00035 .