@book{63686,
abstract = {{Translated from German, The Handbook of Qualitative and Quantitative Content Analysis is a comprehensive handbook which offers an application-orientated introduction to qualitative and quantitative content analysis methods.
The book provides explanations for beginners from bachelor level onwards on how to select an appropriate qualitative or quantitative content analysis method and how to use the chosen method(s) depending on research interest and amount of data. Part 1 defines the basics of qualitative and quantitative content analysis and empirical research, including research quality conventions and how to do interpretation; Part 2 is a practical guide to classical qualitative content analysis and semi-automated quantitative content analysis; and Part 3 introduces Python alongside automated techniques such as correspondence analysis, semantic network analysis, sentiment analysis, and topic modelling using generative and deep learning algorithms. Each of these sections are enriched with extensive examples and cover a range of software applications, including AntConc, MAXQDA, Python, and VosViewer.
This is the ideal resource for anyone interested in content analysis research methods across the social sciences, humanities, and data sciences.}},
author = {{Schneijderberg, Christian and Wieczorek, Oliver and Steinhardt, Isabel}},
isbn = {{9781003496397}},
publisher = {{Routledge}},
title = {{{The Handbook of Qualitative and Quantitative Content Analysis}}},
doi = {{10.4324/9781003496397}},
year = {{2026}},
}
@article{63777,
author = {{ Hallmann, Nicole and Mahs, Marie and Grant , Lloyd-Spencer and Baier, Marla Ricarda and Cerezo Alarcon, Alina Luisa and Kepper, Florian and Steinhardt, Isabel}},
journal = {{die hochschullehre}},
title = {{{Selbstgesteuertes Lernen, Partizipation und das 4K-Modell. Lehre in der Kultur der Digitalität}}},
doi = {{10.3278/HSL2602W}},
year = {{2026}},
}
@inbook{64230,
author = {{Zick, Andreas and Diekmann, Isabell}},
booktitle = {{The Sage Handbook of Psychological Perspectives on Diversity, Equity, and Inclusion}},
editor = {{Esses, Victoria M. and Dovidio, John F. and Jetten, Jolanda and Sekaquaptewa, Denise and West, Keon}},
isbn = {{9781529680836}},
publisher = {{SAGE Publications Ltd }},
title = {{{Anti-Muslim Racism: Facets, Roots, and Consequences}}},
year = {{2026}},
}
@inbook{65436,
author = {{Diekmann, Isabell}},
booktitle = {{Religiöse Diversität intersektional. Herausforderungen für die Lehrkräftebildung}},
editor = {{Kamcili-Yildiz, Naciye and Konz, Britta and Willems, Joachim}},
isbn = {{9783119149426}},
pages = {{49–70}},
publisher = {{De Gruyter}},
title = {{{Muslim:innenfeindlichkeit und antimuslimischer Rassismus in Deutschland: Kategoriale Verstrickungen, Intersektionalität, Rassismuskritik und pädagogische Praxis}}},
doi = {{10.1515/9783111676609-004}},
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}},
}
@article{65613,
abstract = {{Lehrer:innen nutzen und veröffentlichen Unterrichtsmaterial auf verschiedenen Plattformen. Da diese Materialien, anders als Schulbücher, kein Qualitätssicherungsverfahren durchlaufen, wird aktuell die Frage nach der Verantwortung für die Qualitätssicherung dieses Materials diskutiert. Abbildungen von Menschen im Unterrichtsmaterial transportieren soziokulturelle und pädagogische Inhalte, die eine kritische Prüfung erfordern. Dieser Beitrag adressiert die Frage, welche Differenzkonstruktionen und Stereotypisierungen im Bildmaterial von digital verfügbarem Unterrichtsmaterial vorhanden sind. Verwendet wurde ein Materialkorpus drei verschiedener Plattformen mit Unterrichtsmaterialien der Sekundarstufe 1 (5. – 10. Klasse) mit 329 Bildern von Menschen (Zeichnungen und Fotografien). Dieser wurde analysiert in Bezug auf die deskriptive Häufigkeit der Darstellung bestimmter Personengruppen sowie qualitativ und intersektional mit der hermeneutischen Sequenzanalyse. Zentrale Ergebnisse sind, dass vor allem Personen dargestellt werden, die in maximal einer Dimension von der weissen, heterosexuellen, nicht behinderten Norm abweichen. Darstellungen von sichtbaren Behinderungen und People of Color (BIPoC) kommen kaum vor. Diversität wird vereinzelt in Gruppenbildern dargestellt, jedoch nicht in Familienbildern. Othering und negative emotionale Konnotationen sind in den Darstellungen erkennbar, wenn z. B. Schwarzsein als Abweichung von der Norm verstanden wird, Körperproportionen verzerrt oder Sportler:innen als unsicher dargestellt werden. Die Analyse von digital bereitgestelltem Unterrichtsmaterial macht deutlich, dass ähnliche Problematiken zu beobachten sind, wie sie durch die Schulbuchforschung für Schulbücher beschrieben werden.}},
author = {{Schmidt, Rebecca and Drath, Hannah and Steinhardt, Isabel}},
issn = {{1424-3636}},
journal = {{MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}},
pages = {{181--205}},
publisher = {{OAPublishing Collective}},
title = {{{Stereotype Darstellungen im Bild. Analyse von Bildmaterial digital verfügbarer Unterrichtsmaterialien}}},
doi = {{10.21240/mpaed/00/2026.05.12.x}},
year = {{2026}},
}
@article{66633,
abstract = {{Platforms contribute to the ‘world-making’ of education; they play a co-constitutive role by envisioning and inscribing the functionalities anticipated in education. As programmable digital architectures, they both shape and are shaped by teachers’ and students’ practices. Building on two Action Research projects in German schools, the article concentrates on the reproduction of inequality within platformized classrooms. It uses the focus point of translation software usage to explore inscriptions into digital architectures. Analysing breakdowns of translation software usage among students who speak German as a second/foreign language, the article focuses on inscribed power dynamics within translation software, the mismatch between students’ practices and the imagined user, and the discrepancy between software logics and the educational setting. Discussing teachers’ invisible work, care and belonging in platformized education settings, the article highlights the epistemic inscriptions within technology. It describes how dataveillance and testing break down when students use translation software, thereby highlighting teachers’ shift towards creating a collective understanding. Lastly, the article discusses teachers’ autonomy within post-platform education by highlighting the limitations of currently available software products and software production.}},
author = {{Schmidt, Rebecca}},
issn = {{1743-9884}},
journal = {{Learning, Media and Technology}},
keywords = {{Intersectionality, platform studies, action research, post-platform education, breakdowns, translation software, classroom reserach}},
pages = {{1--16}},
publisher = {{Informa UK Limited}},
title = {{{Inscription of power dynamics in platformized classrooms. Exploring coded spaces of platform architectures through Participatory Action Research}}},
doi = {{10.1080/17439884.2026.2708693}},
year = {{2026}},
}
@article{58520,
author = {{Haker, Christoph}},
issn = {{0863-4564}},
journal = {{Berliner Debatte Initial}},
number = {{2}},
pages = {{207--223}},
publisher = {{Wissenschaftliche Verlagsgesellschaft mbH}},
title = {{{Rechtspopulismus und Rechtsextremismus an Hochschulen}}},
doi = {{10.25162/bdi-2024-0015}},
volume = {{35}},
year = {{2025}},
}
@article{58521,
author = {{Haker, Christoph}},
issn = {{2939-9416}},
journal = {{Kieler sozialwissenschaftliche Revue. Internationales Tönnies-Forum}},
number = {{2-2024}},
pages = {{133--147}},
publisher = {{Verlag Barbara Budrich GmbH}},
title = {{{Normative Grundlagen des pluralistischen Paradigmas}}},
doi = {{10.3224/ksr.v2i2.02}},
volume = {{2}},
year = {{2025}},
}
@book{59862,
editor = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena Maria}},
publisher = {{Herder Verlag}},
title = {{{Transdisziplinäre Räume in den Kulturwissenschaften}}},
volume = {{3}},
year = {{2025}},
}
@inbook{59864,
author = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena Maria}},
booktitle = {{Transdisziplinäre Räume in den Kulturwissenschaften}},
editor = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena}},
pages = {{7--31}},
publisher = {{Herder Verlag}},
title = {{{Transdisziplinäre Räume in den Kulturwissenschaften}}},
volume = {{3}},
year = {{2025}},
}
@article{63181,
abstract = {{
Purpose
This study aims to explore the current state of generative artificial intelligence (genAI) in the workplace and discuss a potential digital divide in relation to genAI.
Design/methodology/approach
Using a quantitative approach, we study career-relevant predictors – family socio-economic status, education and work characteristics – and their relationship with different indicators of digital divide – access, genAI use, attitude toward AI and perceived AI literacy. To test our hypothesis, we used logistic and linear regression analyses. Additionally, latent profile analysis was conducted to identify patterns regarding work characteristics within the sample.
Findings
Among the 1,341 participants, 326 individuals were genAI users. Our results show that higher family socio-economic status, education and enriched and demanding work can be linked to a more positive attitude toward AI and higher perceived AI literacy. In the case of access and frequency of use, the results were mixed.
Originality/value
Our findings offer a novel contribution by examining a potentially upcoming digital divide in the case of genAI. We focus on how the career adaptation of the workforce might develop in the age of genAI. Importantly, we highlight that not all individuals may have an equal opportunity to adapt to genAI, which could hinder their future career development and reinforce patterns of inequality. Future research should address how to promote inclusivity and consider individual differences in adapting to genAI.
}},
author = {{Neufeld, Katharina and Ohly, Sandra and Sedefoglu-Ulucak, Didem and Steinhardt, Isabel and Mauermeister, Sylvi}},
issn = {{1362-0436}},
journal = {{Career Development International}},
pages = {{1--19}},
publisher = {{Emerald}},
title = {{{Analyzing the role of family socio-economic status, education and work characteristics in times of generative artificial intelligence and digital divide}}},
doi = {{10.1108/cdi-10-2024-0442}},
year = {{2025}},
}
@techreport{64781,
author = {{Rossmann, Felix and Greitens, Jan and Knoll, Lisa}},
title = {{{SMEs within a Data-Driven Sustainable Finance Framework: A European Survey}}},
doi = {{http://dx.doi.org/10.2139/ssrn.5677922}},
year = {{2025}},
}
@article{61768,
author = {{Knoll, Lisa and Klüh, Ulrich and Naji, Ilias and Rossmann, Felix}},
issn = {{2833-115X}},
journal = {{Finance and Space}},
number = {{1}},
pages = {{338--354}},
publisher = {{Informa UK Limited}},
title = {{{Sustainable finance down-to-earth? Insights from the German regional economy}}},
doi = {{10.1080/2833115x.2025.2539712}},
volume = {{2}},
year = {{2025}},
}
@inbook{60460,
author = {{Knoll, Lisa}},
booktitle = {{Sustainable Finance. Die Zukunft nachhaltigen Investierens – ein interdisziplinärer Ausblick}},
editor = {{e.V., cric}},
publisher = {{oekom}},
title = {{{Sustainable Finance und Soziologie}}},
doi = {{https://doi.org/10.14512/9783987264160}},
year = {{2025}},
}
@article{62647,
abstract = {{Anti-Islam and anti-Muslim attitudes are frequently perceived without sufficient differentiation. The absence of a clear distinction between attitudes towards individuals and attitudes towards the religion itself is evident in definitions that conflate (attitudes towards) Islam and Muslims, as well as in the operationalization process where surveys on overtly anti-Muslim attitudes are labelled as measuring anti-Islam attitudes. To explore whether the interchangeable usage of these terms is valid or whether there is empirical evidence supporting the need to differentiate between anti-Islam and anti-Muslim attitudes, an online survey was conducted (n = 497). The results indicate that anti-Islam and anti- Muslim attitudes are statistically distinct constructs that are nevertheless correlated. Furthermore, the study investigates the extent to which variations in the degree of hostile attitudes towards Islam and Muslims can be observed. The findings reveal that Islam is evaluated significantly more negatively than Muslims. In addition, an analysis of free associations related to the terms Islam and Muslims highlights notable differences. Although the respondents oftentimes see Muslims in the context of migration and integration, associations with Muslims tend to be more positive and based on personal experiences and interactions than associations with Islam. Associations with Islam, on the other hand, are characterized by threat and conflict and externalization to foreign countries. These findings have important implications for the theoretical conceptualization of anti- Islam and anti-Muslim attitudes. By differentiating between anti-Islam and anti- Muslim attitudes, it becomes possible to deconstruct these phenomena into their constituent elements and to understand their various dimensions. It is only through such disentanglement that the interconnected nature of anti-Islam and anti-Muslim attitudes can be comprehensively examined and effectively addressed.}},
author = {{Diekmann, Isabell}},
journal = {{Patterns of Prejudice}},
number = {{1}},
pages = {{75–97}},
title = {{{Unpacking Hostile Attitudes towards Islam and Muslims: A Differentiated Approach to Understanding Perceptions of Religion and People}}},
doi = {{10.1080/0031322X.2025.2557101}},
volume = {{59}},
year = {{2025}},
}
@inproceedings{62344,
abstract = {{kein Abstract vorhanden}},
author = {{Decuypere, Mathias and Hartong, Sigrid and Joecks, Lucas and Knox, Jeremy and Ortegón, Carlos and Schmidt, Rebecca and Williamson, Ben}},
location = {{Zürich}},
publisher = {{LibreCat University}},
title = {{{Critical Edtech Studies. Defining the field; envisioning the future. 2025 Position statement after the inaugural edition of the European Conference on Critical Edtech Studies (ECCES).}}},
doi = {{10.5281/ZENODO.17672486}},
year = {{2025}},
}
@article{63075,
abstract = {{Dieser Beitrag fokussiert zum einen die Differenzierung unterschiedlicher Adressat:innen von Feindlichkeit und damit die Frage, inwiefern feindliche Einstellungen gegenüber der Religion des Islams und gegenüber muslimischen Menschen identisch sind. Zum anderen sensibilisiert dieser Beitrag für die unterschiedlichen Ebenen, auf denen Islam-/ Muslim:innenfeindlichkeit als individuelle Einstellungen und antimuslimischer Rassismus als Strukturmerkmal verortet sind. Er zeigt die unterschiedlichen Paradigmen der beiden Forschungstraditionen auf, argumentiert aber auch für ein integratives Verständnis der Konzepte, da die individuelle und strukturelle Ebene eng miteinander verwoben sind. Der Beitrag schließt mit einer Diskussion um theoretische, methodologische und insbesondere handlungspraktische Implikationen im Umgang mit Islam-/ Muslim:innenfeindlichkeit und antimuslimischem Rassismus.}},
author = {{Diekmann, Isabell}},
journal = {{Konfliktdynamik}},
number = {{4}},
pages = {{279–287}},
title = {{{Islamfeindlichkeit, Muslim:innenfeindlichkeit und antimuslimischer Rassismus: Differenzierende und integrative Ansätze zur Konzeptionalisierung}}},
doi = {{10.5771/2193-0147-2025-4-279}},
volume = {{14}},
year = {{2025}},
}
@inbook{61239,
abstract = {{In diesem Beitrag wird ein Überblick gegeben, welche Forschung zu Digitalisierung und künstliche Intelligenz (KI) in den Bereichen Verwaltung, Forschung, Studium und Lehre sowie Governance von Hochschulen besteht. Der Fokus liegt hierbei auf aktuellen Forschungsergebnissen seit der Coronapandemie. Zentral sind Fragen nach Effektivität und Effizienz durch Digitalisierung und KI und danach, wie Verbesserungen angestoßen werden können.}},
author = {{Steinhardt, Isabel}},
booktitle = {{Hochschulforschung}},
editor = {{Pasternach, Peer and Reinmann, Gabi and Schneijderberg, Christian}},
isbn = {{9783748943334}},
keywords = {{Digitalisierung, Künstliche Intelligenz, Forschung, Lehre, Governance, Verwaltung}},
pages = {{197--206}},
publisher = {{Nomos}},
title = {{{Digitalisierung und Künstliche Intelligenz}}},
doi = {{10.5771/9783748943334-197}},
year = {{2025}},
}
@inbook{61237,
abstract = {{In diesem Beitrag wird zunächst die historische Entstehung von Open Science kurz skizziert und definiert, was unter diesem Begriff zu verstehen ist. Daran anschließend werden die Open-Science-Praktiken Open Data, Open Access, Open Source, Open Methodology und Open Peer Review dargestellt und diskutiert, welche Forschungserkenntnisse zu Open Science vorhanden sind. Im Schluss werden Forschungsdesiderate aufgegriffen und die Implikationen von Open Science für die Wissenschaft erläutert.}},
author = {{Steinhardt, Isabel and Röwert, Ronny}},
booktitle = {{Hochschulforschung}},
editor = {{Pasternack, Peer and Reinmann, Gabi and Schneijderberg, Christian }},
isbn = {{9783748943334}},
keywords = {{Open Data, Open Access, Open Source, Open Methodology, Open Peer Review}},
pages = {{487--496}},
publisher = {{Nomos}},
title = {{{Open Science}}},
doi = {{10.5771/9783748943334-487}},
year = {{2025}},
}