@misc{83, author = {{Uden, Dennis}}, publisher = {{Universität Paderborn}}, title = {{{Microsoft vs. the EU Commission - An analysis on product bundeling}}}, year = {{2017}}, } @inproceedings{5692, abstract = {{We consider Max-min Share (MmS) fair allocations of indivisible chores (items with negative utilities). We show that allocation of chores and classical allocation of goods (items with positive utilities) have some fundamental connections but also differences which prevent a straightforward application of algorithms for goods in the chores setting and viceversa. We prove that an MmS allocation does not need to exist for chores and computing an MmS allocation - if it exists - is strongly NP-hard. In view of these non-existence and complexity results, we present a polynomial-time 2-approximation algorithm for MmS fairness for chores. We then introduce a new fairness concept called optimal MmS that represents the best possible allocation in terms of MmS that is guaranteed to exist. We use connections to parallel machine scheduling to give (1) a polynomial-time approximation scheme for computing an optimal MmS allocation when the number of agents is fixed and (2) an effective and efficient heuristic with an ex-post worst-case analysis.}}, author = {{Aziz, Haris and Rauchecker, Gerhard and Schryen, Guido and Walsh, Toby}}, booktitle = {{Thirty-First AAAI Conference on Artificial Intelligence (AAAI-17)}}, location = {{San Francisco, CA, USA}}, number = {{1}}, pages = {{1--7}}, title = {{{Algorithms for Max-Min Share Fair Allocation of Indivisible Chores}}}, volume = {{31}}, year = {{2017}}, } @misc{5724, author = {{Hetzer, Alexander and Tornede, Tanja}}, publisher = {{Universität Paderborn}}, title = {{{Solving the Container Pre-Marshalling Problem using Reinforcement Learning and Structured Output Prediction}}}, year = {{2017}}, } @article{5800, author = {{Tramm, T. and Kremer, H.-Hugo and Reinmann, G.}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, number = {{33}}, pages = {{1--5}}, title = {{{Editorial zur Ausgabe 33: Entwicklungsbezogene (Praxis-)Forschung }}}, year = {{2017}}, } @inbook{5802, author = {{Kremer, H.-Hugo and Sloane, Peter F. E.}}, booktitle = {{Die Fakultät für Wirtschaftswissenschaften an der Universität Paderborn: Zeitzeugen geben Einblicke in den Werdegang ihrer Fakultät}}, editor = {{Sureth-Sloane, C.}}, isbn = {{9783940625830}}, pages = {{248--262}}, title = {{{"Quo vadis Wirtschaftspädagogik": Lehrerbildung für Berufskollegs zwischen akademischem Anspruch und Verwaltungslogiken}}}, year = {{2017}}, } @inbook{5806, author = {{Kremer, H.-Hugo}}, booktitle = {{Berufsschullehrerbildung in der Volksrepublik China und in der Bundesrepublik Deutschland. Professionalisierung - Kompetenzen - Herausforderungen}}, editor = {{Wang, J. and Feng, X. and Rützel, J.}}, isbn = {{9787560868509}}, pages = {{157--181}}, title = {{{Praxisphasen als Studienelement. Professionalisierung durch Forschendes Lernen}}}, year = {{2017}}, } @inbook{5807, author = {{Kremer, H.-Hugo}}, booktitle = {{Wealth Equity Dynamics: Economics and Education Challenges}}, editor = {{Natale, S. and Libertella, A.}}, pages = {{47--67}}, title = {{{Teaching under and in inequality in German Vocational Schools}}}, year = {{2017}}, } @article{5808, author = {{Kremer, H.-Hugo and Kundisch, Heike}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, number = {{31}}, pages = {{1--20}}, title = {{{Steuerung aus der Mitte: Relevanz und Methoden einer Rollenschärfung des mittleren Managements am Berufskolleg}}}, year = {{2017}}, } @inbook{5810, author = {{Kremer, H.-Hugo and Weyland, U.}}, booktitle = {{Forschendes Lernen im Praxissemester. Zugänge, Konzepte, Erfahrungen}}, editor = {{Schüssler, R. and Schöning, A. and Schwier, V. and Schicht, S. and Gold, J. and Weyland, U.}}, pages = {{206--214}}, title = {{{Praxissemester in berufs- und wirtschaftspädagogischen Studiengängen}}}, year = {{2017}}, } @book{5811, author = {{Kundisch, Heike and Kremer, H.-Hugo}}, title = {{{Mittlere Leitungsebene an Berufskollegs. Eine kollegiale Weiterbildung zur Rollenschärfung in Auseinandersetzung mit Handlungsfeldern der Bildungsarbeit}}}, year = {{2017}}, } @misc{5946, author = {{Kühn, Sarah}}, publisher = {{Universität Paderborn}}, title = {{{Outsourcing und Qualität im Supply Chain - Eine Gleichgewichtsanalyse}}}, year = {{2017}}, } @misc{5950, author = {{Gunning, Justine}}, publisher = {{Universität Paderborn}}, title = {{{Crowdfunding Plattformen als Vermittler auf zweiseitigen Märkten - Eine mikroökonomische Analyse}}}, year = {{2017}}, } @article{5975, author = {{Tramm, T. and Kremer, H.-Hugo and Reinmann, G.}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, number = {{30}}, title = {{{Entwicklungsbezogene Praxisforschung }}}, year = {{2017}}, } @book{5978, author = {{Kückmann, Marie-Ann and Kremer, H.-Hugo}}, title = {{{Innovationsarena 3i: Handreichung zur multiprofessionellen Teamarbeit (mpT) in der Ausbildungsvorbereitung am Berufskolleg}}}, year = {{2017}}, } @inbook{6240, author = {{Kremer, H.-Hugo and Beutner, Marc}}, booktitle = {{Jugendstrafvollzug - (k)ein Ort der Bildung!?}}, editor = {{Schweder, M.}}, isbn = {{9783779934523}}, pages = {{114--129}}, title = {{{"Der Unterschied ist, die hat man erwischt" - Berufliche Bildung im Jugendstrafvollzug}}}, year = {{2017}}, } @article{4420, abstract = {{Students' experiences of their first year of studying are of prime importance for their further development in Higher Education (HE). Consequently, the first year and the related phenomena of student performance, retention, and dropout have been extensively studied. Research shows that during the first year, the individual student's ability or failure to adapt to the new socio-cultural environment influences his/her academic success. Yet, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. Applying a socio-cultural approach, our qualitative interview study followed 14 university students through their first year, investigating why some students experience an easier transition into HE compared to others. Our research results in a typology of four transition types characterized by their orientation towards the socio-cultural context of studying.}}, author = {{Jenert, Tobias and Brahm, Taiga and Gommers, Luci and Kühner , Patrizia}}, journal = {{Learning, Culture and Social Interaction}}, keywords = {{Student transition, Enculturation, Dropout, Retention}}, number = {{87-99}}, pages = {{87--99}}, publisher = {{Elsevier}}, title = {{{How do they find their place? A typology of students' enculturation during the first year at a business school}}}, volume = {{12}}, year = {{2017}}, } @inproceedings{4454, abstract = {{ Educational research is often conducted in practical contexts such as schools or higher education institutions and aims to contribute to the development of instructional designs or programs. Consequently, there have been repeated attempts to methodologically integrate the design aspect into educational research leading to concepts such as design-based research. Ideally, design decisions are based on clear evidence, obtained through an analysis of data gathered from the intervention. In actual projects, however, design decisions often have to be taken based on data that is incomplete, ambiguous or not meeting established scientific quality standards. We illustrate and discuss examples of an actual design research project where design decisions had to be taken in such ‘bad data’ contexts. Examples include different mixed methods configurations that helped to increase the interpretability and practical significance of the data. We will discuss methodological variants of ‘mixing’ and triangulation such as combining quantitative and qualitative data or applying different analyses on a dataset. In addition, we discuss limitations regarding the consistency between data, design decisions, and resulting effects}}, author = {{Jenert, Tobias}}, location = {{Tampere}}, title = {{{Using mixed methods to support educational design decisions in ‘bad data’contexts}}}, year = {{2017}}, } @inproceedings{4455, abstract = {{Higher education institutions (HEIs) have been described as “loosely coupled systems” (Weick, 1976) where academic disciplines have stronger cohesive forces than formal structures (Becher & Trowler, 2001). Disciplinary ties are also extremely important for the development of teaching practices in HEIs. Roxa & Martensson (2011) have shown that higher education faculty form local networks in which they share and develop teaching-related experiences. These networks are influenced by disciplinary affiliation and mediated by senior faculty (Roxa & Martensson, 2015). Considering these findings, its is not self-evident for the actors on different vertical (e.g. management, faculty and education developers) and horizontal levels (e.g. disciplines) of HEIs to work collaboratively. Therefore, the bounded nature of disciplinary networks can actually inhibit the development of educational innovations that require collaboration beyond such “disciplinary microcultures” (Kries & Nierobisch, 2016). Effective educational practices such as problem-based curricula or cross-disciplinary co-teaching require interactions that reach beyond disciplinary and hierarchical boundaries. In this study we investigate a network – “Lehren” – that was initiated in Germany to stimulate educational innovations in HEIs by overcoming the abovementioned boundaries. A series of five workshops brought together 32 potential innovators representing different disciplines, functions (management, teaching faculty, educational developers), and status groups (full professors, post-docs, others). Three of these workshop series provide a total 96 individuals who are intended to form a professional network promoting educational innovation in their respective HEIs. Providing intense support and incentives to collaborate among each other (network meetings, travel funds, online communities), the aim is to develop a heterogeneous network connecting people with, among others, different functions and from different disciplines.}}, author = {{Jenert, Tobias and Gommers , Luci}}, location = {{Tampere}}, title = {{{Investigating Networks within the field of Higher Organisation Institutions}}}, year = {{2017}}, } @inproceedings{4456, abstract = {{Student reflection is considered both a crucial feature of high-quality learning as well as an important objective in Higher Education. Despite its apparent relevance for educational practice, most of the research on reflection remains at a conceptual level (Boud & Walker, 1998; Mann, Gordon & MacLeod, 2007), whilst empirical research mainly focuses on measuring students’ reflection levels. Regarding the effectiveness of specific interventions (e.g. portfolios) to develop reflective skills, there is little empirical evidence going beyond case studies and qualitative accounts. Thus, the purpose of this research was to develop and validate an instrument for measuring student reflection in Higher Education in general and business schools in particular. The questionnaire is designed to measure students’ reflection in three dimensions: students’ reflection levels, their attitudes towards reflection, and supporting and hindering factors influencing students’ reflection processes. A pre-test was conducted at two different universities in Switzerland and Germany to validate the Reflection in Business Education Questionnaire (RIBEQ). In total, 64 students filled in the survey. Exploratory factor analyses and reliability tests showed satisfactory psychometric qualities of the RIBEQ. This study can support further research on student reflection and its development. Also, the questionnaire can be used as a diagnostic instrument for business schools to trace students’ development over time. From a practical point of view, it can also be applied to identify supporting and hindering factors at a particular higher education institution in order to develop practical interventions targeting these factors.}}, author = {{Jenert, Tobias and Gommers, Luci and Brahm, Taiga and Wagner , Dietrich}}, location = {{Tampere}}, title = {{{ Development and validation of the Reflection in Business Education Questionnaire }}}, year = {{2017}}, } @inproceedings{4457, author = {{Wagner, Dietrich and Jenert, Tobias and Brahm, Taiga and Gommers, Luci}}, location = {{New York }}, title = {{{Educating reflective managers: Why everybody wants and nobody likes it}}}, year = {{2017}}, }