TY - JOUR AB - 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. AU - Brahm, Taiga AU - Jenert, Tobias ID - 4427 IS - 1 JF - Zeitschrift für Hochschulentwicklung KW - Kompetenzorientierung KW - Studienprogrammentwicklung KW - Hochschulentwicklung KW - Hochschule KW - Learning Outcomes TI - Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung VL - 8 ER - TY - JOUR AB - 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. AU - Jenert, Tobias AU - Brahm, Taiga ID - 4428 IS - 4 JF - Journal für LehrerInnenbildung KW - Portfolio KW - Lehrerbildung KW - Wirtschaftspädagogik SN - 1681-7028 TI - Ein e-Portfolio-Konzept zur Integration heterogener Lernvoraussetzungen und Studienerfahrungen in der Lehrerbildung VL - 13 ER - TY - CONF AB - 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. AU - Jenert, Tobias AU - Brahm, Taiga ID - 4477 KW - student attitudes KW - qualitative research KW - longitudinal study KW - student motivation TI - How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study ER - TY - CONF AB - 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. AU - Brahm, Taiga AU - Jenert, Tobias AU - Euler, Dieter ID - 4478 KW - attitudes KW - teaching and learning KW - studying KW - higher education institution KW - theory of planned behavior KW - instrument development TI - On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ) ER - TY - CONF AB - 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. AU - Brahm, Taiga AU - Jenert, Tobias ID - 4480 KW - motivation KW - intrinsic motivation KW - extrinsic motivation KW - latent growth curve modeling KW - longitudinal data analysis KW - ASEQ KW - higher education KW - studying TI - A latent growth curve analysis of Business students' intrinsic and extrinsic motivation ER - TY - CONF AB - 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. AU - Jenert, Tobias AU - Brahm, Taiga ID - 4481 KW - student attitudes KW - theory of planned behaviour KW - Einstellungsentwicklung KW - student motivation TI - Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie ER - TY - CHAP AU - Jenert, Tobias AU - Brahm , Taiga ED - Spiekermann, Annette ID - 4509 SN - 978-3-7639-5194-9 T2 - Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis TI - Eine strategische Perspektive auf die Qualitätsentwicklung in Studienumgebungen VL - 124 ER - TY - CHAP AU - Jenert, Tobias AU - Gebhardt , Anja ED - Seuffert, Sabine ED - Metzger, Christoph ID - 4510 SN - 1613-0677 T2 - Kompetenzentwicklung in unterschiedlichen Lernkulturen, Festschrift für Dieter Euler zum 60. Geburtstag TI - Die Erforschung von Lernkulturen an Hochschulen unter Nutzung komplementärer Zugänge: Erste Erfahrungen aus einem Forschungsprogramm ER - TY - JOUR AU - Feng, Yuanhua AU - Guo, Zhichao AU - Peitz, Christian ID - 4596 IS - 2 JF - Journal of Industry, Competition and Trade SN - 1566-1679 TI - A Tree-form Constant Market Share Model for Growth Causes in International Trade Based on Multi-level Classification VL - 14 ER - TY - JOUR AU - Guo, Zhichao AU - Feng, Yuanhua ID - 4600 JF - Economic Modelling SN - 0264-9993 TI - Modeling of the impact of the financial crisis and China's accession to WTO on China's exports to Germany VL - 31 ER - TY - BOOK AU - Beran, Jan AU - Feng, Yuanhua AU - Ghosh, Sucharita AU - Kulik, Rafal ID - 4628 SN - 9783642355110 TI - Long-Memory Processes ER - TY - GEN AU - Feng, Yuanhua AU - Sun, Lixin ID - 4657 TI - A Semi-APARCH approach for comparing long-term and short-term risk in Chinese financial market and in mature financial markets ER - TY - GEN AU - Feng, Yuanhua ID - 4658 TI - Double-conditional smoothing of high-frequency volatility surface in a spatial multiplicative component GARCH with random effects ER - TY - GEN AB - 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. AU - Röhl, Nils ID - 474 TI - Two-Stage Allocation Procedures ER - TY - JOUR AB - 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. AU - Frick, Bernd AU - Simmons, Robert ID - 480 IS - 2 JF - Journal of Business Economics TI - The Impact of Individual and Collective Reputation on Wine Prices: Empirical Evidence from the Mosel Valley VL - 83 ER - TY - JOUR AU - Garnefeld, Ina AU - Eggert, Andreas AU - Helm, Sabrina V AU - Tax, Stephen S ID - 4851 IS - 4 JF - Journal of Marketing TI - Growing existing customers' revenue streams through customer referral programs ER - TY - JOUR AU - Haas, Alexander AU - Eggert, Andreas AU - Terho, Harri AU - Ulaga, Wolfgang ID - 4852 IS - 4 JF - Marketing Review St. Gallen TI - Erfolgsfaktor Value-Based Selling—Verkaufen, wenn Kundenorientierung nicht zum Erfolg führt ER - TY - JOUR AU - St{\, Susi AU - Fahr, Rene ID - 4880 IS - 19 JF - Applied Economics TI - Individual determinants of work attendance: Evidence on the role of personality ER - TY - BOOK AU - Zimmermann, Klaus F AU - Bauer, Thomas K AU - Bonin, Holger AU - Fahr, Rene AU - Hinte, Holger ID - 4911 TI - Arbeitskräftebedarf bei hoher Arbeitslosigkeit: ein ökonomisches Zuwanderungskonzept für Deutschland ER - TY - GEN AU - Mir Djawadi, Behnud AU - Fahr, Rene ID - 4915 TI - The impact of risk perception and risk attitudes on corrupt behavior: Evidence from a petty corruption experiment ER -