@article{52708, author = {{Büker, Ronja and Jenert, Tobias and Fust, Alexander Paul and Fahrbach, Manuel and Bellwald, Noah and Winkler, Christoph}}, journal = {{Erziehung & Unterricht}}, number = {{5-6}}, pages = {{383--393}}, title = {{{Mit dem SREL-Training unternehmerische Selbstkompetenzen entwickeln}}}, year = {{2022}}, } @misc{34630, author = {{Scharlau, Ingrid and Jenert, Tobias}}, booktitle = {{duz}}, pages = {{2}}, title = {{{Chance zur Reflexion}}}, volume = {{12}}, year = {{2022}}, } @inproceedings{46035, author = {{Sänger, Niklas}}, location = {{Essen}}, title = {{{Entwicklung didaktischer Fallstudien zur Förderung einer ‚digitalen Inhaltskompetenz‘ im Studienfach Wirtschaftswissenschaft für das Lehramt an Berufskollegs}}}, year = {{2022}}, } @inproceedings{50286, author = {{Daniel-Söltenfuß, Desiree and Hagemeier, Daniel and Ludolph, Fabian}}, location = {{Universität Paderborn}}, title = {{{Educational Management on regional levels. Implications for vocational education}}}, year = {{2022}}, } @inbook{51000, author = {{Schlömer, Tobias and Kiepe, Karina and Thrun, Tim}}, booktitle = {{Intrapreneurship}}, editor = {{Kraus, Rafaela and Kreitenweis, Tanja and Jeraj, Brigita}}, pages = {{209–223}}, publisher = {{Springer Gabler}}, title = {{{Die Konstruktion von Geschäftsmodellen für nachhaltiges Wirtschaften: (k)eine exklusive Aufgabe des Managements?!}}}, year = {{2022}}, } @inbook{55877, author = {{Kiepe, Karina}}, booktitle = {{Ausbilder Handbuch}}, editor = {{Dietl, Stefan F. and Schmidt, Hermann and Weiß, Reinhold and Wittwer, Wolfgang}}, title = {{{Geschäftsmodelle als Lerngegenstände der betrieblichen Berufsausbildung}}}, year = {{2022}}, } @inproceedings{50288, author = {{Daniel-Söltenfuß, Desiree and Breuing, Friederike}}, location = {{Universität Paderborn}}, title = {{{Innovation and transfer processes in the German VET-system. Insights into the meta-research project 'ITiB'}}}, year = {{2022}}, } @inproceedings{57832, author = {{Jenert, Tobias and Büker, Ronja}}, booktitle = {{EARLI SIG1 & 4 Joint Conference}}, location = {{Cadiz, Spain}}, title = {{{A short intervention fostering first-year students’ self-efficacy during the COVID-pandemic}}}, year = {{2022}}, } @inproceedings{57825, author = {{Büker, Ronja and Jenert, Tobias}}, booktitle = {{Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik der Deutschen Gesellschaft für Erziehungswissenschaft}}, location = {{Freiburg}}, title = {{{Unternehmer*innen und Selbstregulation - ein Widerspruch?}}}, year = {{2022}}, } @inproceedings{60227, author = {{Koppius, Sebastian Niklas}}, location = {{Paderborn}}, publisher = {{Paderborn}}, title = {{{Gestaltung von Lernortbrücken durch den 5G Mobilfunkstandard}}}, year = {{2022}}, } @article{45920, author = {{Liszt-Rohlf, Verena and Wochnik, Markus and Schwabl, Franziska}}, issn = {{0172-2875}}, journal = {{Zeitschrift für Berufs- und Wirtschaftspädagogik}}, keywords = {{Applied Mathematics, General Mathematics}}, number = {{2}}, pages = {{261--295}}, publisher = {{Wissenschaftliche Verlagsgesellschaft mbH}}, title = {{{Alte Fotografien, neue Erkenntnisse}}}, doi = {{10.25162/zbw-2022-0011}}, volume = {{118}}, year = {{2022}}, } @article{47627, abstract = {{In Germany, dual learning programmes are increasingly offered by higher education institutions. These programmes’ main characteristic and greatest challenge is their integration of academic and vocational learning. So far, this challenge has frequently been stated without specifying its exact nature and consequences for learners. The present study addresses this pedagogical research gap and examines the extent of variation in the degree of integration among dual study programmes. With reference to curriculum theory, the study develops an empirical typology of curricular integration in dual programmes. The data sample consists of 152 programmes at (dual) universities and universities of applied sciences. Data is analysed using hierarchical cluster analysis. Results indicate that the currently prevailing forms of curricular integration should best be differentiated according to five types. The five overlapping types of integration are located on a continuum ranging from parallelism through organisational linking to full curricular integration targeted immediately at students’ personal integration. The analysis confirms that there are problems with complying with integration standards set on the policy level. Above all, the study offers new insights on what marks the diverse integration landscape of dual study programmes. It proves that approaches to integration are more differentiated than previous research has shown.}}, author = {{Mordhorst, Lisa and Jenert, Tobias}}, issn = {{0018-1560}}, journal = {{Higher Education}}, keywords = {{Dual study programmes · Curricular integration · Curriculum theory · Empirical typology · Cluster analysis · Germany}}, number = {{6}}, pages = {{1257--1279}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany}}}, doi = {{10.1007/s10734-022-00889-7}}, volume = {{85}}, year = {{2022}}, } @article{24972, author = {{Grunau, Janika and Jenert, Tobias}}, journal = {{bwpat Spezial}}, pages = {{1--6}}, title = {{{Studierende der Berufs-und Wirtschaftspädagogik: (Un-)bekannte Wesen? }}}, volume = {{18}}, year = {{2021}}, } @inbook{47957, author = {{Schneider, Jennifer Nicole}}, booktitle = {{Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project}}, editor = {{Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer }}, pages = {{57 -- 62 }}, title = {{{Digital transformation in industry}}}, year = {{2021}}, } @inbook{47966, author = {{Schneider, Jennifer }}, booktitle = {{Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project}}, editor = {{Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer}}, pages = {{150 -- 165}}, title = {{{Teaching and Learning Materials}}}, year = {{2021}}, } @inbook{50277, author = {{Daniel-Söltenfuß, Desiree and Fuge, Juliane}}, booktitle = {{Die große Lehre im virtuellen Raum: The Empty Space}}, editor = {{Daniel, Desiree and Emmler, Tina and Fuge, Juliane}}, pages = {{69--100}}, publisher = {{Eusl}}, title = {{{Man sieht nur mit dem Herzen gut. Beziehungsgestaltung in der virtuellen Lehre}}}, year = {{2021}}, } @inbook{50278, author = {{Daniel-Söltenfuß, Desiree and Emmler, Tina and Fuge, Juliane}}, booktitle = {{Die große Lehre im virtuellen Raum: The Empty Space}}, editor = {{Daniel, Desiree and Emmler, Tina and Fuge, Juliane}}, pages = {{7--18}}, publisher = {{Eusl}}, title = {{{Editorial}}}, year = {{2021}}, } @inbook{47962, author = {{Schneider, Jennifer Nicole}}, booktitle = {{Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project}}, editor = {{Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer}}, pages = {{87 -- 100}}, title = {{{Digitalisation in the Classroom – Learning Tools}}}, year = {{2021}}, } @book{47978, editor = {{Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer Nicole}}, title = {{{Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project}}}, year = {{2021}}, } @inbook{47949, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, booktitle = {{Industrie 4.0- Eine Einführung in die Ideen und neuen Möglichkeiten}}, editor = {{Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer}}, pages = {{24 -- 41}}, title = {{{Förderung von Digitalisierung und Industrie 4.0: Bildung – Beruf – Industrie – Zukunft. Neue Möglichkeiten und Herausforderungen für die europäische Berufsbildung. Einblick in das Projekt DigI-VET}}}, year = {{2021}}, }