@techreport{65021, abstract = {{Several early music projects, such as the Stanford Josquin Project, have demonstrated the potential for attaining valuable new musicological insights using a corpus-based approach. However, the available musical corpora tend to be relatively small and exhibit considerable variation in encoding practices. Aspiring corpus researchers are confronted with a lack of suitable data, which needs to be addressed before they can embark on their proper research. The EarlyMuse Short Term Scientific Mission CORSICA has surveyed the current state of corpus creation and digital editing in early music. Based on this information, it has developed a vision for the future of corpus building in this field, which aims to speed up the production of digital encodings while respecting the autonomy of the encoders and acknowledging their efforts. This is important because much high-quality encoding is carried out outside the field of professional musicology, and engaging citizen scientists could help address the current shortage of research data. The CORSICA team‘s vision is informed not only by a study of the available data, standards and technologies, but also by Human-Computer Interaction, placing human goals and values before the creation of technology and work processes. The core of the vision is that successful corpus creation must be an inclusive endeavour in terms of both technology and human participation. The report concludes with an implementation plan outlining the initial steps required to realise the vision.}}, author = {{Wiering, Frans and Bergwall, Erik and van Berchum, Marnix and Goebl, Werner and Van Kranenburg, Peter and Lewis, David and Plaksin, Anna Viktoria Katrin and Rodríguez-García, Esperanza and Smith, David J. and Visscher, Mirjam and Weigl, David M.}}, keywords = {{citizen science, crowdsourcing, digital editions of music, early music, human computer interaction, music corpora, music encoding, musicology}}, title = {{{Making Corpus Creation in Early Music Rewarding and Effective: Finding the Optimum Between Standardisation and Autonomy}}}, doi = {{10.5281/zenodo.18413961}}, year = {{2026}}, } @techreport{65426, abstract = {{In diesem Forschungsprojekt wurde ein Messverfahren zur Bestimmung akustischer Materialparameter von Polymeren im Ultraschallfrequenzbereich entwickelt. Das Verfahrens sollte, die üblichen standardisierten Prüfmethoden erweitern, die bislang primär im quasistatischen oder niederfrequenten Bereich eingesetzt wurden. Im Gegensatz zu bestehenden Verfahren wie dem Zeitstandversuch oder der Dynamisch Mechanischen Analyse (DMA) nach [DIN6721] sollte die neue Methode eine nicht-invasive Charakterisierung der (visko-)elastischen Materialparameter im Frequenzbereich von 0,75 MHz bis 2,5 MHz ermöglichen. Das entwickelte Ultraschallmesssystem arbeitet nach dem Puls Echo-Prinzip und kann eine räumlich segmentierte, ringförmige Anregung erzeugen. Die Bestimmung der frequenzabhängigen Materialparameter geschieht hierbei über ein inverses Verfahren. Die Ergebnisse des Projekts zeigen, dass die Segmentierung der Anregung, die Geometrie der Probe sowie das Puls-Echo-Messprinzip die Messergebnisse sowie die Sensitivität gegenüber Scherparametern wesentlich beeinflussen. Im Rahmen des Projektes wurde auch eine statistische Auswertung des Optimierungsverfahrens hinsichtlich transversal-isotroper Materialsymmetrie mit Rayleigh-Dämpfung durchgeführt. Die Ergebnisse zeigen, dass das entwickelte Verfahren gute Konvergenzeigenschaften aufweist und sich durch verbesserte Robustheit auszeichnet.}}, author = {{Dreiling, Dmitrij and Itner, Dominik and Birk, Carolin and Gravenkamp, Hauke and Henning, Bernd}}, keywords = {{Materialcharakterisierung, Polymer, Inverses Problem, Ultraschall, Optimierung}}, pages = {{12}}, publisher = {{Hannover : Technische Informationsbibliothek}}, title = {{{Vollständige Bestimmung der akustischen Materialparameter von Polymeren II}}}, doi = {{https://doi.org/10.34657/33602}}, year = {{2026}}, } @inproceedings{65547, abstract = {{Process mining proved to be valuable for enabling transparency in business processes and to help to manage the everyday process dynamics. But what about the dynamics of a process mining project itself. In this paper, we present insights of a process mining introduction project spanning two years. For that we analyze the logs of the process mining platform supported by interviews of the developers and participants as part of our case study research. Based on this, our findings indicate four actions that impact a successful process mining project and the underlying dynamics. (1) Two development phases in a test and productive environment can lead to data driven process improvements. (2) Maintenance and the associated technical debt can cause process drift. (3) Scope creep of the project is easily identifiable in such logs and hinders the complete process mining initiative and (4) a sufficient user base and constant interaction with allows for bottom up process change. These results provide quantitative insights into the development and adoption cycles of the software and the direct impact on the processes as well as the business process management initiative. From this initial analysis researchers can benefit from first insights into the quantitative side of a process mining project and our categorization of the findings. Practitioners can use the findings as a blueprint or source for improvements to their process mining projects.}}, author = {{Skolik, Alexander Marcus and Löhr, Bernd}}, booktitle = {{Business Process Management Workshops}}, editor = {{van de Weerd, Inge and Estrada Torres, Bedilia and van der Aa, Han}}, isbn = {{978-3-032-13426-4}}, pages = {{288–299}}, publisher = {{Springer Nature Switzerland}}, title = {{{Understanding the Dynamics of a Process Mining Project Analyzing Log Data of a Process Mining Platform}}}, year = {{2026}}, } @article{65628, abstract = {{**ABSTRACT**

While studying abroad, international students not only pursue academic qualifications but also begin to imagine and plan their future mobility trajectories. One central decision concern is whether to remain in the host country after graduation or return to the country of origin or move to another country. This article investigates the individual and social factors that shape post‐graduation work intentions among international Chinese students in Germany, the second‐largest international student group in the country. Drawing on original survey data from the Bright Futures project (2018), we analyse how life satisfaction, romantic partnerships, career aspirations and social networks influence students’ likelihood of planning to work in Germany after graduation. Using binary logistic regression models, we find that higher life satisfaction, valuing meaningful employment and having a partner in Germany are all significantly associated with intentions to stay. In contrast, the geographical location of broader personal networks shows no significant effect. These findings contribute to migration and higher education research by foregrounding the role of subjective well‐being and certain forms of relational embeddedness in shaping students’ imagined futures. Rather than treating international students as passive participants in education‐driven mobility, we highlight how personal and emotional factors influence their transition into potential long‐term migrants.

}}, author = {{Bilecen, Başak and Diekmann, Isabell and Faist, Thomas}}, issn = {{1471-0374}}, journal = {{Global Networks}}, number = {{3}}, publisher = {{Wiley}}, title = {{{What’s Next? Micro‐ and Meso‐Level Predictors of Mobility Intentions Among International Chinese Students in Germany}}}, doi = {{10.1111/glob.70059}}, volume = {{26}}, year = {{2026}}, } @book{66045, abstract = {{ Over the last decades, Comparative Theology has established itself in varying methodological ways while considering the reality and plurality of religions. Although Comparative Theology can be a confessional or a non-confessional endeavor, most protagonists and theorists have been Western Christians. This could lead to the conclusion that Comparative Theology is in fact a Christian undertaking and implicitly or explicitly bound to conceptions like Christology. Furthermore, it could be argued that there is a certain asymmetry of power in the discourse between religions when the parameters of Comparative Theology are defined mainly by Christian theologians. This volume aims to be the first step to programmatically and conceptionally explore the possibility of a genuinely Islamic Comparative Theology in a constructive endeavor. This endeavor should neither be misunderstood as an apologetic questioning of the status quo in Comparative Theology nor as a project that deconstructs Comparative Theology. Rather, by searching for new approaches from the Islamic traditions it opens up ways and forms of learning, hermeneutically complementary with prominent attitudes, methods in Comparative Theology. }}, editor = {{Nassery, Idris and Ghaffar, Zishan}}, isbn = {{978-3-11-143539-8}}, issn = {{2942-7975}}, keywords = {{Comparative Theology, Islamic Theology, Islamic Comparative Theology}}, publisher = {{De Gruyter}}, title = {{{Defining Islamic Comparative Theology}}}, doi = {{https://doi.org/10.1515/9783111435695}}, volume = {{Volume 1}}, year = {{2026}}, } @article{66418, author = {{Daniel-Söltenfuß, Desiree}}, issn = {{0172-2875}}, journal = {{Zeitschrift für Berufs- und Wirtschaftspädagogik}}, number = {{1}}, pages = {{90--120}}, publisher = {{Wissenschaftliche Verlagsgesellschaft mbH}}, title = {{{Neue Perspektiven auf Verstetigung und Nachhaltigkeit im Kontext der Transfergestaltung in Innovationsprogrammen}}}, doi = {{10.25162/zbw-2026-0004}}, volume = {{122}}, year = {{2026}}, } @inproceedings{66614, abstract = {{Modern software development reuses code by importing libraries as dependencies. Software projects typically include an average of 36 dependencies, with 80% being transitive, meaning they are dependencies of dependencies. Recent research indicates that only 24.9% of these dependencies are required at runtime, and even within those, many program constructs remain unused, adding unnecessary code to the project. This has led to the development of debloating tools that remove unnecessary dependencies and program constructs while balancing precision by eliminating unused constructs and soundness by preserving all required constructs. To systematically evaluate this trade-off, we developed Deblometer, a micro-benchmark consisting of 59 test cases designed to assess support for various Java language features in debloating tools. Each test case includes a manually curated ground truth specifying necessary and bloated classes, methods, and fields, enabling precise measurement of soundness and precision. Using Deblometer, we evaluated three popular Java debloating tools: Deptrim, JShrink, and ProGuard. Our evaluation reveals that all tools remove required program constructs, which results in changed semantics or execution crashes. In particular, the dynamic class loading feature introduces unsoundness in all evaluated tools. Our comparison shows that Deptrim retains more bloated constructs, while ProGuard removes more required constructs. JShrink’s soundness is significantly affected by limited support for annotations, which leads to corrupted debloated artifacts. These soundness issues highlight the need to improve debloating tools to ensure stable and reliable debloated software.}}, author = {{Klauke, Jonas and Ohlmer, Tom and Schott, Stefan and Ponta, Serena Elisa and Fischer, Wolfram and Bodden, Eric}}, booktitle = {{Proceedings of the 2025 Workshop on Software Supply Chain Offensive Research and Ecosystem Defenses}}, location = {{Taipei}}, publisher = {{ACM}}, title = {{{A Soundness and Precision Benchmark for Java Debloating Tools}}}, doi = {{10.1145/3733827.3765530}}, year = {{2026}}, } @article{61463, abstract = {{Vernetztes Wissen ist ein zentrales Lernziel des Hochschulstudiums, insbesondere im interdisziplinär angelegten Studienfach Komparatistik. Um den Aufbau vernetzten Wissens bei Bachelorstudierenden der Komparatistik zu unterstützen, ist in diesem Projekt Portfolioarbeit eingesetzt worden, die als Methode selbsttätigen und selbstreflexiven Lernens geeignet erscheint, zur Auseinandersetzung mit Lerninhalten zu motivieren und zur Kompetenzentwicklung der Studierenden beizutragen. Mittels unstrukturierter Beobachtungen der Portfolioarbeit im Seminar sind inhaltliche Effekte und methodische Entwicklungen erfasst worden. Anhand anteilig quantitativer, überwiegend qualitativer Inhaltsanalysen der Portfolios sind konkrete Vernetzungen zwischen Lerninhalten ermittelt worden. Die Explorationsstudie zeigt veränderte Perspektiven und geweckte Interessen bei den Studierenden durch die Portfolioarbeit sowie vielfältige Kontextualisierungen, Vergleiche und Verknüpfungen in den Portfolios auf und bietet hierdurch einen möglichen Ansatzpunkt für strukturelle Empfehlungen für das Studienfach Komparatistik.}}, author = {{Hannebohm, Ronja}}, issn = {{2199–8825}}, journal = {{die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre}}, keywords = {{Portfolioarbeit, portfolio work, vernetztes Wissen, knowledge networks, Beobachtung, naturalistic observation, Inhaltsanalyse, content analysis}}, pages = {{65–80}}, publisher = {{wbv}}, title = {{{Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und Kulturwissenschaft}}}, doi = {{10.3278/HSL2606W}}, volume = {{12}}, year = {{2026}}, } @article{65386, abstract = {{Abstract Risk is an integral part of modern societies and therefore school education, and in particular mathematics education, should develop students’ risk literacy. Students’ risk literacy is part of the interdisciplinary research project siMINT (Understanding complex STEM topics: Using simulations to promote competences for the 21st century). One first challenge in this project was to find a common ground for the inconsistently conceptualised terms of risk and risk literacy. Consequently, the aim of this paper is to contribute to the conceptualisation of risk and risk literacy. The first part of this paper provides a literature review on these areas, resulting in a working conceptualisation of the two concepts. We further carried out two consecutive steps of a Delphi study with N  = 15 and N  = 12 experts respectively, to develop a common conceptualisation based on the plurality of different dimensions and elements of risk and risk literacy. Based on the results of the first step of the Delphi study, we modified our working conceptualisation, using a common model of risk and risk literacy with different dimensions. In the second step of the Delphi study, the experts comment on (i) the dimensions and (ii) the elements of risk and risk literacy in these dimensions. The results showed that the experts are able to locate their individual definitions of risk in the model with three dimensions (relation between risk/uncertainty, connotation, and mathematical object) that we developed and to formulate reasons for their allocation. Furthermore, the results revealed that risk literacy consists of subsets of mathematical and non-mathematical elements that the experts rate differently with regard to their importance. In general, the results contribute to clarifying the constructs of risk and risk literacy as a basis for developing approaches to improve risk literacy. }}, author = {{Eichler, Andreas and Büchter, Theresa and Binder, Karin}}, issn = {{0173-5322}}, journal = {{Journal für Mathematik-Didaktik}}, number = {{1}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie}}}, doi = {{10.1007/s13138-026-00268-0}}, volume = {{47}}, year = {{2026}}, } @inproceedings{65233, author = {{Casamassima, Gianna and Funk, Michael and Knickenberg, Margarita and Löper, Marwin Felix and Grosche, M. and Zimmer, L. and Grüßing, M. and Wess, N. and Hellmich, Frank}}, publisher = {{University of Helsinki}}, title = {{{Social and emotional competencies for cooperative learning in inclusive primary education: A project overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. }}}, year = {{2026}}, } @article{66480, abstract = {{Background – This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1, 309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these perceptions. Based on a human rights perspective, we highlight parents’ perspectives and their role in the development of more inclusive education systems, without promoting one model of schooling over another. Methods – Responses from 1, 309 parents across four countries were analysed using descriptive and inferential statistics. Non-parametric tests compared satisfaction across school types, chi-squared tests assessed associations with willingness to change schools, and binary logistic regression examined whether level of support was associated with parents' willingness to change school placement. Results – Parents in England, Germany, and Norway reported higher satisfaction with special schools than with mainstream schools. No statistically significant difference was observed in Australia. Parents of children in special schools were less likely to report considering changing schools, particularly in England and Norway. Higher pupil support needs were significantly associated with parents’ willingness to change school across the combined sample. These findings suggest that parental satisfaction with their child's education and their preferences regarding school placement may be shaped by both school type and how well pupils' support needs are perceived to be met. Discussion and conclusion – The role of parents as key stakeholders in developing inclusive education systems, consistent with the Convention on the Rights of Persons with Disabilities (CRPD) is emphasised. While parents in special schools in three of the four countries reported higher satisfaction, the reasons for this remain unclear. Understanding the factors shaping parental satisfaction is essential for developing inclusive and responsive learning environments. These findings offer a starting point for future research on how education systems can better align policy commitments with families’ lived experiences.}}, author = {{Johansson, Veslemøy Maria Fossum and Gibson, Suanne and Woodcock, Stuart and Dechsling, Anders and Kullmann, Harry and Herrebrøden, Marte Karoline and Ulriksen, Line Britt and Nordahl-Hansen, Anders}}, issn = {{2504-284X}}, journal = {{Frontiers in Education}}, keywords = {{human rights, inclusion, inclusive education, international study, parents, school development, special educational needs}}, publisher = {{Frontiers Media SA}}, title = {{{Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison}}}, doi = {{10.3389/feduc.2026.1710708}}, volume = {{11}}, year = {{2026}}, } @inproceedings{66547, abstract = {{Tacit knowledge is particularly valuable in product engineering. Experiences reside in minds of employees and are not systematically documented but could have a significant influence on sustainable product engineering. Existing approaches do not offer sufficient support for harnessing technical tacit knowledge regarding sustainable product engineering. In this paper a three-step method is presented: The method contains knowledge acquisition, requirements extraction und requirements validation for quality assurance. Acquisition is performed by support artifacts like interview guidelines. Extraction is supported by Artificial Intelligence, converting statements into requirements. These requirements are validated using a specific questionnaire. The developed approach is applied in a funded project of the European Union (EU) with automotive industry partners. The method supports product engineers to collect tacit knowledge from experienced employees, transform unsystematic knowledge into standardized technical requirements and validate them. Application of this method enables creation of validated requirements that can be applied throughout the company and are not exclusively dependent on a single employee.}}, author = {{Gräßler, Iris and Mansheim, Johanna and Pfeifer, Jan Niklas}}, booktitle = {{1st International Symposium: March 24 – 26, 2026, Heinz Nixdorf Institute, Paderborn University}}, editor = {{Graessler, Iris}}, keywords = {{Tacit knowledge, Sustainability, Product Engineering, Artificial Intelligence}}, location = {{Paderborn}}, pages = {{229--238}}, publisher = {{Universitätsbibliothek}}, title = {{{Harnessing tacit Knowledge from Sustainable Product Engineering through Artificial Intelligence}}}, doi = {{10.17619/UNIPB/1-2639}}, volume = {{1}}, year = {{2026}}, } @phdthesis{59608, abstract = {{Das Fachdidaktische Wissen (FDW) zählt zu den zentralen Elementen des Professionswissens (angehender) Lehrkräfte und seine Relevanz ist sowohl theoretisch angenommen als auch empirisch belegt. In der fachdidaktischen Forschung liegt daher bereits seit längerem ein Fokus auf der Analyse des FDW, wobei mittlerweile vor allem Auswirkungen auf die Handlungsqualität und auf Lernergebnisse in den Blick genommen werden. Nach wie vor stellt aber auch die empirisch fundierte inhaltliche Beschreibung des FDW sowie der Transfer entwickelter FDW-Testverfahren auf Basis von Testinstrumenten mit offenem Antwortformat in die Ausbildungspraxis ein Forschungsdesiderat dar. In diesem Dissertationsprojekt werden daher auf Basis eines Datensatzes von 846 Bearbeitungen eines FDW-Testinstruments im Fach Physik (1) projektübergreifende FDW-Kompetenzniveaus auf Basis von Item-Response-Modellierungen exploriert, (2) nicht-hierarchische FDW-Kompetenzprofile auf Basis von (probabilistischen) Cluster- und Textanalysen beschrieben und (3) ein vollständig automatisiertes FDW-Assessment-System auf Basis von Machine Learning entwickelt. Dabei wurden insbesondere kognitive Anforderungskategorien als Subskalen des verwendeten Testinstruments betrachtet. Das Assessment-System wurde dabei auf Basis dieser und weiterer Subskalen sowie anhand der Zuordnung von Proband:innen zu den Kompetenzprofilen evaluiert und zeigte sowohl relativ zur Interrater-Übereinstimmung als auch absolut betrachtet hohe Performanzwerte.}}, author = {{Zeller, Jannis}}, publisher = {{Universität Paderborn}}, title = {{{Strukturanalysen des physikdidaktischen Wissens mithilfe von Machine Learning}}}, doi = {{10.17619/UNIPB/1-2238}}, year = {{2025}}, } @article{59708, abstract = {{Die Arbeitszufriedenheit von Lehrkräften gilt als zentrale Komponente für die Qualität des Bil­dungssystems. In inklusiven Schulen müssen Regelschullehrkräfte und sonderpädagogische Lehrkräfte kooperieren, um allen Schüler:innen eine bestmögliche Förderung zu gewährleisten. Dazu benötigen sie jedoch Zeitfenster, die von vielen Lehrkräften als nicht ausreichend benannt werden. Ziel des vorliegenden Beitrags ist es, empirisch zu untersuchen, welche Bedeutung festen Zeitfenstern für die Lehrkräftekooperation im Klassenteam, im Jahrgangsteam und im Fachteam für die Arbeitszufriedenheit zukommt. Weiterhin soll überprüft werden, ob Teile der Zusammenhänge über die Zufriedenheit mit der Kooperationshäufigkeit und die kollektive Selbstwirksamkeitsüberzeugung der Lehrkräfte erklärt werden können. Dazu werden Daten aus dem BMBF-geförderten Projekt BiFoKi mit N=194 Lehrkräften und N=28 Schulleitungen analy­siert. Die Ergebnisse zeigen, dass feste Zeitfenster für die Kooperation in den unterschiedlichen Teams mit einer erhöhten Arbeitszufriedenheit im Zusammenhang stehen und in Teilen über die kollektive Selbstwirksamkeitsüberzeugung mediiert werden.}}, author = {{Wohnhas, Verena and Neumann, Phillip and Lütje-Klose, Birgit}}, issn = {{2699-2477}}, journal = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}}, keywords = {{Arbeitszufriedenheit, Inklusion, Sonderpädagogik, Kooperation, Selbstwirksamkeit, Schulentwicklung, job satisfaction, Inclusion, Special Education, Self-efficacy, school development}}, number = {{2}}, publisher = {{University Library J. C. Senckenberg}}, title = {{{Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen}}}, doi = {{10.21248/qfi.167}}, volume = {{6}}, year = {{2025}}, } @inbook{53445, author = {{Hälterlein, Jens}}, booktitle = {{The Realities of Autonomous Weapons}}, editor = {{Bächle, Thomas Christian and Bareis, Jascha}}, pages = {{187--204}}, publisher = {{Bristol University Press}}, title = {{{Governing Autonomies: Imagining Responsible Artificial Intelligence in the “Future Combat Air System” European Armament Project}}}, year = {{2025}}, } @inproceedings{63068, abstract = {{The Nalyses research project, which will be completed in 2025, is being conducted by partners FORVIA HELLA, BMW, Fraunhofer IEM, Heinz Nixdorf Institute, Hamm-Lippstadt University of Applied Sciences, Geba, and the associated partner Miele. The aim of the project is to investigate the influencing factors for a circular economy in the field of automotive lighting using the example of a headlamp. A key aspect is the analysis of methods for recycling end of life headlamps to recover materials for the next generation of headlamps and to evaluate their reusability. The article presents investigations and methods for recovering materials from used headlamps. These methods are evaluated based on how effectively they can recover materials for the next generation of headlamps and to what extent these materials can be reused. The goal was to identify the best practices that are both ecologically and economically sustainable. To support the development of a headlamp, a digital twin was created, which enables a detailed life cycle analysis at any time. This digital twin ensures that the expected CO2 footprint of the product can be analysed over its product life cycle during development to ensure optimal use and recycling of materials. This ensures a precise assessment of the environmental impact of future products. The final demonstrator of the project, developed based on the findings of the two points mentioned above and OEM requirements, presents the third key point of the research project: the design of a new product to enable a circular economy in the field of automotive lighting. The headlamp is designed to use circular economy recyclates and to serve as a material source at the end of its life. This represents an important step for automotive lighting towards a circular economy, where products and materials are used and reused for as long as possible.}}, author = {{Schmidt, Christian and Niedling, Mathias and Helmig, Jan and Forbes, Steffen and Jardin, Janis and Stieren, Stephan and Fittkau, Niklas and Peitzmeier, Henning}}, booktitle = {{Proceedings of the 16th International Symposium on Automotive Lighting 2025}}, location = {{Darmstadt}}, title = {{{Circular economy approaches in automotive lighting – insights from the Nalyses project}}}, doi = {{10.26083/tuprints-00030841}}, year = {{2025}}, } @article{62727, abstract = {{With the increasing amount of data in collaborative engineering research, the need for effective and efficient data management is growing. This paper uses a maturity-based process model to examine the implementation of research data management (RDM) in engineering projects. A process model visualizes a research-supported implementation of RDM and helps researchers evaluate their data management strategies through maturity level assessment. For this approach, activities are assigned to different maturity levels based on a maturity level characteristic providing a differentiated view of the implementation of RDM. An example from an ongoing project shows the application and support of the developed maturity-based process model. The work emphasizes the importance of standardized and quality-assured data management for the success of research projects and their contribution to the scientific community}}, author = {{Wawer, Max Leo and Müller, Laura and Khaled, Jaouhar Ben and Stauß, Timo and Wurst, Johanna and Mozgova, Iryna and Lachmayer, Roland}}, issn = {{2732-527X}}, journal = {{Proceedings of the Design Society}}, pages = {{169--178}}, publisher = {{Cambridge University Press (CUP)}}, title = {{{A maturity based data management integration in engineering research projects}}}, doi = {{10.1017/pds.2025.10031}}, volume = {{5}}, year = {{2025}}, } @techreport{61433, author = {{Buhl, Heike M. and Herrmann, Paula and Bolinger, Dean X.}}, publisher = {{OSF}}, title = {{{TRR 318, Project A01, WP 2.1. Scales manual}}}, year = {{2025}}, } @techreport{61434, author = {{Buhl, Heike M. and Herrmann, Paula and Bolinger, Dean X.}}, publisher = {{OSF}}, title = {{{TRR 318, Project A01, WP 2.2. Scales manual}}}, year = {{2025}}, } @article{61445, abstract = {{ABSTRACT In recent years, there has been an increasing awareness of the importance of incorporating diversity into research projects, focusing on both how they are conducted and their content. Funding organizations have started to require that research applicants pay attention to inclusion and diversity by considering gender dimensions and other diversity factors in their project plans and ensuring gender equality during execution. Based on an extensive literature research and expert discussions on how to develop and implement diversity strategies in large collaborative research projects, we argue that there is a lack of practical advice in existing literature. Drawing from our own experiences in conceptualizing and implementing a Diversity Program across four universities in Germany, we propose a framework for effectively integrating diversity into collaborative research initiatives across various academic fields.}}, author = {{Lorke, Mariya and Amelung, Rena and Kuchling, Peter and Paaßen, Benjamin and Pein-Hackelbusch, Miriam and Schloots, Franziska Margarete and Schulz, Klara and Nauerth, Annette}}, journal = {{Diversity & Inclusion Research}}, keywords = {{collaborative research projects, diversity strategy, gender equality}}, number = {{4}}, pages = {{e70040}}, title = {{{Development and Implementation of Diversity Programs in Large Collaborative Research Projects: An Example From Germany}}}, doi = {{https://doi.org/10.1002/dvr2.70040}}, volume = {{2}}, year = {{2025}}, }