@article{4427, abstract = {{Kompetenzorientierung ist ein wichtiges aktuelles Ziel bei der Studienprogrammentwicklung. Allerdings ist die Umsetzung in der Praxis mit zwei wesentlichen Herausforderungen verbunden: So ist zum einen der Wechsel von disziplinären Inhalten hin zu Kompetenzen wenig intuitiv; zum anderen wird die Formulierung so genannter Learning Outcomes als administrative Übung betrachtet. An der Universität St. Gallen wurde ein systematischer Prozess für die Qualitätsentwicklung der Studienprogramme eingeführt. Im Beitrag wird dieser Prozess im Hinblick auf die Kompetenzorientierung reflektiert. Es erscheint wesentlich, den Programmen möglichst viel Freiraum auf ihrem Weg zur Kompetenzorientierung zu überlassen und sie auf diese Weise zu unterstützen.}}, author = {{Brahm, Taiga and Jenert, Tobias}}, issn = {{2219-6994}}, journal = {{Zeitschrift für Hochschulentwicklung}}, keywords = {{Kompetenzorientierung, Studienprogrammentwicklung, Hochschulentwicklung, Hochschule, Learning Outcomes}}, number = {{1}}, pages = {{7--14}}, publisher = {{Österreichische Gesellschaft für Hochschuldidaktik}}, title = {{{Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung}}}, volume = {{8}}, year = {{2013}}, } @article{4428, abstract = {{Die Auseinandersetzung mit Bildungstechnologien erfolgt häufig ausgehend von einem technologischen Trend bzw. einer Klasse innovativer Werkzeuge (bspw. mobile Technologien). Es geht dann darum, die Potenziale dieser Tools für das Lernen zu ergründen, also letztlich eine Passung zwischen den technologischen Möglichkeiten und pädagogisch-didaktischen Erfordernissen zu konstruieren. In diesem Beitrag kehren wir diese Perspektive um: Ausgehend von einer bestimmten pädagogischen Problemstellung - der Bearbeitung heterogener Lernvoraussetzungen und Studienerfahrungen in der Lehrerbildung - entwickeln wir unterschiedliche didaktische Handlungsoptionen. Am Ende entsteht ein Werkzeug, das sich in Design und Funktionsumfang auf den Kern der pädagogischen Zielsetzung beschränkt.}}, author = {{Jenert, Tobias and Brahm, Taiga}}, issn = {{1681-7028}}, journal = {{Journal für LehrerInnenbildung}}, keywords = {{Portfolio, Lehrerbildung, Wirtschaftspädagogik}}, number = {{4}}, pages = {{29--33}}, publisher = {{Studien-Verlag}}, title = {{{Ein e-Portfolio-Konzept zur Integration heterogener Lernvoraussetzungen und Studienerfahrungen in der Lehrerbildung}}}, volume = {{13}}, year = {{2013}}, } @inproceedings{4477, abstract = {{The aim of this qualitative study is first to investigate the attitude development of students in their initial year at university. College effectiveness research has shown that attitudes towards studying as well as to one's university are key factors influencing student engagement. Up to now, little is known about the processes through which such attitudes develop. Based on the theory of planned behaviour (Ajzen & Fishbein, 1980), the study addresses this research gap in three parts: a) development paths of students' attitudes towards studying and the university; b) the normative behaviour of the fellow students as well as significant persons, c) university-related experiences during the first year influencing students' attitude development. To answer these research questions, a series of five interviews was conducted throughout the first year with a total of 13 first-year students at the University of St. Gallen/Switzerland. Data analysis was performed referring to the procedures suggested by Neale (2012) for qualitative longitudinal data. To master the challenge of displaying developments over time, graphical analysis was used to construct a case history (cf. Henderson, Holland et al., 2012) for each individual. Regarding the students' developments over time, the analysis shows the participants' attitudes towards the university became more differentiated over time. A second major result concerns frictions between students' own attitudes and what they perceive to be the dominant normative behaviour. It became obvious that this developmental process is influenced by concrete incidents students experience during the first year and thus, can be shaped by structural changes.}}, author = {{Jenert, Tobias and Brahm, Taiga}}, keywords = {{student attitudes, qualitative research, longitudinal study, student motivation}}, location = {{München}}, publisher = {{EARLI European Association for Research on Learning and Instruction}}, title = {{{How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study}}}, year = {{2013}}, } @inproceedings{4478, abstract = {{The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. Since attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying.}}, author = {{Brahm, Taiga and Jenert, Tobias and Euler, Dieter}}, keywords = {{attitudes, teaching and learning, studying, higher education institution, theory of planned behavior, instrument development}}, location = {{München }}, publisher = {{EARLI European Association for Research on Learning and Instruction}}, title = {{{On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}}}, year = {{2013}}, } @inproceedings{4480, abstract = {{The proposed paper aims to investigate the longitudinal development of students' motivation over the first year of their studies at a business school by using latent growth curve modeling. The study tackles the following core research questions: How do first-year university students' intrinsic and extrinsic vary over time? Which (motivational) factors are related to students' motivational development? Although motivational dispositions have been analyzed extensively in previous studies, their longitudinal development has hitherto not been examined in the higher education context. This longitudinal study is conducted at the University of St. Gallen in Switzerland. The current sample includes 280 first-year students who have been surveyed three times and who are representative of the first-year student population. Descriptive results show that prior to their studies, students were motivated most by intrinsic factors, however, extrinsic motivation was also quite high. Employing latent growth curve modeling, it could be shown that both intrinsic and extrinsic motivation decline significantly over the course of the first year (8 months). The study contributes to motivation theory by providing further insights into the development of academic motivation over time. Latent growth curve modeling as a method can be well used for longitudinal data analysis, thus, excluding measurement error from longitudinal data. Furthermore, the study supports educational developers by determining factors influencing students' motivational development.}}, author = {{Brahm, Taiga and Jenert, Tobias}}, keywords = {{motivation, intrinsic motivation, extrinsic motivation, latent growth curve modeling, longitudinal data analysis, ASEQ, higher education, studying}}, location = {{München}}, publisher = {{EARLI European Association for Research on Learning and Instruction}}, title = {{{A latent growth curve analysis of Business students' intrinsic and extrinsic motivation}}}, year = {{2013}}, } @inproceedings{4481, abstract = {{Die vorliegende Untersuchung an der Universität St. Gallen soll Erkenntnisse über die Verläufe der Einstellungsveränderungen der Studierenden geben (vgl. Brahm & Jenert, 2012). Basierend auf der Theorie des geplanten Verhaltens (Ajzen & Fishbein, 1980) werden drei Forschungsfragen adressiert: (1) Gibt es typische Pfade der Einstellungsentwicklung? (2) Wie wird das normative Verhalten von Mitstudierenden und anderen Personen wahrgenommen? (3) Welche Erfahrungen beeinflussen die Entwicklung? Zur Beantwortung dieser Fragen wurde über das erste Studienjahr hinweg eine Interviewserie mit 13 Studierenden durchgeführt. Die Datenanalyse mithilfe grafischer Case Histories zeigt, dass die Einstellungen der Probanden über die Zeit differenzierter werden. Zudem gibt es Widersprüche zwischen den Einstellungen und dem wahrgenommenen normativen Verhalten. Dabei ist die Einstellungsentwicklung von konkreten Ereignissen geprägt und kann damit durch strukturelle Interventionen beeinflusst werden.}}, author = {{Jenert, Tobias and Brahm, Taiga}}, keywords = {{student attitudes, theory of planned behaviour, Einstellungsentwicklung, student motivation}}, location = {{Hildesheim}}, publisher = {{Institut für Psychologie}}, title = {{{Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie}}}, year = {{2013}}, } @inbook{4509, author = {{Jenert, Tobias and Brahm , Taiga}}, booktitle = {{Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis}}, editor = {{Spiekermann, Annette}}, isbn = {{978-3-7639-5194-9}}, pages = {{69--84 }}, publisher = {{W. Bertelsmann Verlag }}, title = {{{Eine strategische Perspektive auf die Qualitätsentwicklung in Studienumgebungen }}}, volume = {{124}}, year = {{2013}}, } @inbook{4510, author = {{Jenert, Tobias and Gebhardt , Anja}}, booktitle = {{Kompetenzentwicklung in unterschiedlichen Lernkulturen, Festschrift für Dieter Euler zum 60. Geburtstag}}, editor = {{Seuffert, Sabine and Metzger, Christoph}}, issn = {{1613-0677}}, pages = {{227--240}}, publisher = {{EUSL}}, title = {{{Die Erforschung von Lernkulturen an Hochschulen unter Nutzung komplementärer Zugänge: Erste Erfahrungen aus einem Forschungsprogramm}}}, year = {{2013}}, } @article{4596, author = {{Feng, Yuanhua and Guo, Zhichao and Peitz, Christian}}, issn = {{1566-1679}}, journal = {{Journal of Industry, Competition and Trade}}, number = {{2}}, pages = {{207--228}}, publisher = {{Springer Nature}}, title = {{{A Tree-form Constant Market Share Model for Growth Causes in International Trade Based on Multi-level Classification}}}, doi = {{10.1007/s10842-013-0156-y}}, volume = {{14}}, year = {{2013}}, } @article{4600, author = {{Guo, Zhichao and Feng, Yuanhua}}, issn = {{0264-9993}}, journal = {{Economic Modelling}}, pages = {{474--483}}, publisher = {{Elsevier BV}}, title = {{{Modeling of the impact of the financial crisis and China's accession to WTO on China's exports to Germany}}}, doi = {{10.1016/j.econmod.2012.12.015}}, volume = {{31}}, year = {{2013}}, } @book{4628, author = {{Beran, Jan and Feng, Yuanhua and Ghosh, Sucharita and Kulik, Rafal}}, isbn = {{9783642355110}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{Long-Memory Processes}}}, doi = {{10.1007/978-3-642-35512-7}}, year = {{2013}}, } @techreport{4657, author = {{Feng, Yuanhua and Sun, Lixin}}, title = {{{A Semi-APARCH approach for comparing long-term and short-term risk in Chinese financial market and in mature financial markets}}}, year = {{2013}}, } @techreport{4658, author = {{Feng, Yuanhua}}, title = {{{Double-conditional smoothing of high-frequency volatility surface in a spatial multiplicative component GARCH with random effects}}}, year = {{2013}}, } @techreport{474, abstract = {{Suppose some individuals are allowed to engage in different groups at the same time and they generate a certain welfare by cooperation. Finding appropriate ways for distributing this welfare is a non-trivial issue. The purpose of this work is to analyze two-stage allocation procedures where first each group receives a share of the welfare which is then, subsequently, distributed among the corresponding members. To study these procedures in a structured way, cooperative games and network games are combined in a general framework by using mathematical hypergraphs. Moreover, several convincing requirements on allocation procedures are discussed and formalized. Thereby it will be shown, for example, that the Position Value and iteratively applying the Myerson Value can be characterized by similar axiomatizations.}}, author = {{Röhl, Nils}}, publisher = {{Universität Paderborn}}, title = {{{Two-Stage Allocation Procedures}}}, year = {{2013}}, } @article{480, abstract = {{Although of considerable practical importance, the separate impact of individual and collective reputation on firm performance (e.g. product prices) has not yet been convincingly demonstrated. We use a sample of some 70 different wineries offering more than 1,300 different Riesling wines from the Mosel valley to isolate the returns to individual reputation (measured by expert ratings in a highly respected wine guide) from the returns to collective reputation (measured by membership in two different professional associations where members are assumed to monitor each other very closely). We find that both effects are statistically significant and economically relevant with the latter being more important in quantitative terms than the former.}}, author = {{Frick, Bernd and Simmons, Robert}}, journal = {{Journal of Business Economics}}, number = {{2}}, pages = {{101--119}}, publisher = {{Springer}}, title = {{{The Impact of Individual and Collective Reputation on Wine Prices: Empirical Evidence from the Mosel Valley}}}, doi = {{10.1007/s11573-013-0652-x}}, volume = {{83}}, year = {{2013}}, } @article{4851, author = {{Garnefeld, Ina and Eggert, Andreas and Helm, Sabrina V and Tax, Stephen S}}, journal = {{Journal of Marketing}}, number = {{4}}, pages = {{17----32}}, title = {{{Growing existing customers' revenue streams through customer referral programs}}}, year = {{2013}}, } @article{4852, author = {{Haas, Alexander and Eggert, Andreas and Terho, Harri and Ulaga, Wolfgang}}, journal = {{Marketing Review St. Gallen}}, number = {{4}}, pages = {{64----73}}, title = {{{Erfolgsfaktor Value-Based Selling—Verkaufen, wenn Kundenorientierung nicht zum Erfolg führt}}}, year = {{2013}}, } @article{4880, author = {{St{\, Susi and Fahr, Rene}}, journal = {{Applied Economics}}, number = {{19}}, pages = {{2863----2875}}, title = {{{Individual determinants of work attendance: Evidence on the role of personality}}}, year = {{2013}}, } @book{4911, author = {{Zimmermann, Klaus F and Bauer, Thomas K and Bonin, Holger and Fahr, Rene and Hinte, Holger}}, title = {{{Arbeitskräftebedarf bei hoher Arbeitslosigkeit: ein ökonomisches Zuwanderungskonzept für Deutschland}}}, year = {{2013}}, } @techreport{4915, author = {{Mir Djawadi, Behnud and Fahr, Rene}}, title = {{{The impact of risk perception and risk attitudes on corrupt behavior: Evidence from a petty corruption experiment}}}, year = {{2013}}, }