@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}}, } @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}}, } @inproceedings{4458, author = {{Jenert, Tobias and Brahm, Taiga and Gommers , Luci}}, location = {{Heidelberg }}, title = {{{Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung}}}, year = {{2017}}, } @inproceedings{4459, author = {{Jenert, Tobias and Brahm, Taiga and Wagner, Dietrich}}, location = {{Tübingen }}, title = {{{Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. }}}, year = {{2017}}, } @inproceedings{4503, author = {{Jenert, Tobias and Barnat, M. and Salden, P. and Dilger, B.}}, booktitle = {{Tagungsband DGHD Tagung 2017}}, location = {{Köln}}, publisher = {{Deutsche Gesellschaft für Hochschuldidaktik dghd}}, title = {{{Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen}}}, year = {{2017}}, } @inbook{7454, author = {{Frehe, Petra and Kremer, H.-Hugo}}, booktitle = {{Potenzialorientierte Förderung in den Fachdidakten}}, editor = {{Veber, M. and Benölken, R. and Pfitzner, M.}}, title = {{{Inklusive Bildung zwischen Beruflichkeit und Subjektorientierung - Eine Analyse ausbildungsvorbereitender Bildungsgänge}}}, year = {{2017}}, } @article{8877, author = {{Beutner, Marc and Rüscher, Frederike Anna}}, journal = {{Proceedings of the 13th International Conference Mobile Learning 2017}}, pages = {{63 -- 72}}, publisher = {{IADIS Conference}}, title = {{{Acceptance of Mobile Learning at SMEs of the Service Sector}}}, year = {{2017}}, } @article{8878, author = {{Beutner, Marc and Rüscher, Frederike Anna}}, journal = {{Kölner Zeitschrift für Wirtschaft und Pädagogik}}, pages = {{3 -- 34}}, title = {{{Die Unterstützung von Entrepreneurship im Kultur- und Kreativsektor durch Berufsbildung}}}, year = {{2017}}, } @article{8879, author = {{Beutner, Marc and Rüscher, Frederike Anna}}, journal = {{Kölner Zeitschrift für Wirtschaft und Pädagogik}}, pages = {{35 -- 62}}, title = {{{Green Economy und Green Entrepreneurship fördern – GET-UP Ergebnisse}}}, year = {{2017}}, } @article{8881, author = {{Beutner, Marc and Eggert, Denise and Rüscher, Frederike Anna}}, journal = {{Hochschultage 2017}}, pages = {{1 -- 16}}, title = {{{YES – Ein Online Gruppen-Deck-Card-Game zu European Citizenship}}}, year = {{2017}}, } @article{8882, author = {{Beutner, Marc}}, journal = {{Hochschultage 2017}}, pages = {{1 -- 10}}, title = {{{Aktive Feedbacklösungen im Unterricht: Das Class-Room-Response-System PINGO}}}, year = {{2017}}, } @article{8883, author = {{Beutner, Marc and Zoyke, A and Herrmann, P and Kundisch, Dennis and Magenheim, J and Neugebauer, J}}, journal = {{Das Hochschulwesen}}, number = {{1+2}}, pages = {{48 -- 52}}, title = {{{Webbasierte Classroom Response Systeme in der Hochschullehre – Eine designbasierte Fallstudie zur Unterstützung von Lehr-/Lernprozessen aus Studierendensicht}}}, volume = {{65}}, year = {{2017}}, } @article{6489, author = {{Kremer, H.-Hugo and Frehe, Petra and Kückmann, Marie-Ann and Kundisch, Heike}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, number = {{33}}, pages = {{1--22}}, title = {{{Forschung in Innovationsarenen - Formate und Reflexionen einer gestaltungsorientierten Berufsbildungsforschung}}}, year = {{2017}}, } @article{6491, author = {{Kremer, H.-Hugo and Frehe, Petra}}, issn = {{00059536}}, journal = {{Berufsbildung}}, number = {{166}}, pages = {{21--24}}, title = {{{Qualifizierungsbausteine in ausbildungsvorbereitenden Bildungsgängen am Berufskolleg}}}, year = {{2017}}, } @inbook{6493, author = {{Frehe, Petra and 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 = {{338--354}}, title = {{{Internationale Förderklassen an Berufskollegs. Ein ausbildungsvorbereitendes Anegbot!?}}}, year = {{2017}}, } @inbook{6496, author = {{Kremer, H.-Hugo and Frehe, Petra}}, booktitle = {{Berufsbildung für eine nachhaltige Entwicklung auf dem Weg in den (Unterrichts-)Alltag: Wie können Vernetzungsaktivitäten die Implementation unterstützen?}}, editor = {{Fischer, A. and Hahn, G.}}, pages = {{68--80}}, title = {{{Berufskollegübergreifende Entwicklungsverbünde - Innovationen für eine nachhaltige Bildungsarbeit vor Ort}}}, year = {{2017}}, } @article{50997, author = {{Schlömer, Tobias and Becker, Clarissa and Jahnke, Heike and Kiepe, Karina and Wicke, Carolin and Renmann, Karin}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik – online}}, pages = {{1--20}}, title = {{{Geschäftsmodell und Kompetenzentwicklung für nachhaltiges Wirtschaften: Ein partizipativer Modellansatz des betrieblichen Ausbildens}}}, volume = {{32}}, year = {{2017}}, } @inbook{9251, author = {{Beutner, Marc and Schneider, J}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project}}, editor = {{Beutner, Marc}}, pages = {{11 -- 17}}, title = {{{The Importance of OER in European Education}}}, year = {{2016}}, } @inbook{9252, author = {{Beutner, Marc and Schneider, J}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project}}, editor = {{Beutner, Marc}}, pages = {{19 -- 27}}, title = {{{The EU-StORe Project}}}, year = {{2016}}, } @inbook{9253, author = {{Beutner, Marc and Schneider, J}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project}}, editor = {{Beutner, Marc}}, pages = {{29 -- 41}}, title = {{{The OER Quality Standards}}}, year = {{2016}}, } @inbook{9254, author = {{Beutner, Marc and Duse, C and Pechuel, R and Schneider, J}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project}}, editor = {{Beutner, Marc}}, pages = {{43 -- 50}}, title = {{{Insights in the OER Rating – Database – Structures, Advantages and Challanges}}}, year = {{2016}}, } @inbook{9255, author = {{Beutner, Marc and Schneider, J}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project}}, editor = {{Beutner, Marc}}, pages = {{53 -- 61}}, title = {{{Use and Implementation of OERs in Germany}}}, year = {{2016}}, } @inbook{9256, author = {{Beutner, Marc and Schneider, J}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project}}, editor = {{Beutner, Marc}}, pages = {{117 -- 133}}, title = {{{Evaluation Results concerning OER and the EU-StORe Project}}}, year = {{2016}}, } @book{9257, editor = {{Beutner, Marc}}, pages = {{202}}, publisher = {{IK Verlag}}, title = {{{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project}}}, year = {{2016}}, } @book{9258, editor = {{Beutner, Marc}}, pages = {{128}}, publisher = {{IK Verlag}}, title = {{{Innovative Ansätze zum Serious Mobile Learning für Aus- und Weiterbildung}}}, year = {{2016}}, } @book{9259, editor = {{Beutner, Marc}}, pages = {{118}}, publisher = {{IK Verlag}}, title = {{{Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project}}}, year = {{2016}}, } @book{9271, author = {{Beutner, Marc}}, isbn = {{978-3-946826-51-4}}, pages = {{128}}, publisher = {{IK Verlag}}, title = {{{Innovatives Micro-Learning im Handwerk – Konzeption auf Basis der Struktur der OPALESCE Learning Units sowie handwerksbezogene Umsetzungsbeispiele aus dem Bereich Rechnungswesen}}}, year = {{2016}}, } @book{9273, author = {{Beutner, Marc and Schneider, J}}, pages = {{25}}, publisher = {{IK Verlag}}, title = {{{SEEL – Expertenhandbuch. SEEL – Handbook for experts}}}, year = {{2016}}, } @inbook{6241, author = {{Kremer, H.-Hugo}}, booktitle = {{Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung}}, editor = {{Bylinski, U. and Rützel, J.}}, pages = {{183--199}}, publisher = {{Bonn}}, title = {{{Überlegungen zur Inklusion an Berufskollegs - Widerspruch, Anspruch und Herausforderung}}}, year = {{2016}}, } @article{6243, author = {{Kremer, H.-Hugo and Büchter, K. and Buchmann, U.}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, number = {{30}}, pages = {{1--4}}, title = {{{EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung}}}, year = {{2016}}, } @article{6244, author = {{Kremer, H.-Hugo and Kückmann, Marie-Ann}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, number = {{30}}, pages = {{1--26}}, title = {{{Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung}}}, year = {{2016}}, } @article{4421, abstract = {{In Switzerland, every student graduating from grammar school can begin to study at a university. This leads to high dropout rates. Although students’ motivation is considered a strong predictor of performance, the development of motivation during students’ transition from high school to university has rarely been investigated. Additionally, little is known about the relation of motivational aspects with other influences on study performance. The present longitudinal study addresses this research gap and examines the development of economics and management students’ study motivation. It encompasses four waves of data collected throughout the first year, using quantitative online surveys. In total, the sample consists of 820 students. Data is analysed using latent change modelling. Results indicate that students start at a higher level of intrinsic motivation compared to extrinsic motivation. The variability of the starting value of the two constructs is also differing. The analysis also shows a gradual decline in students’ motivation. Above all, the transition from secondary to higher education seems to be a driver for this decline.}}, author = {{Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}}, issn = {{0018-1560}}, journal = {{Higher Education}}, keywords = {{Transition to higher education, Motivation, Longitudinal study, Socio-cultural factors, Latent change model, Switzerland}}, number = {{3}}, pages = {{459--478}}, publisher = {{Springer Nature}}, title = {{{The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School}}}, doi = {{10.1007/s10734-016-0095-8}}, volume = {{73}}, year = {{2016}}, } @book{4439, abstract = {{Jugendliche im Übergang von Schule zu Ausbildung befinden sich in einer Phase der Suche und Entwicklung ihrer eigenen Identität. Aus diesem Grund sollte die Schule nicht nur fachliche Kompetenzen vermitteln, sondern auch das Ziel einer Persönlichkeitsförderung der Schülerinnen und Schüler verfolgen. Das Unterrichtskonzept ermöglicht das Erlernen und Trainieren von wichtigen Selbst- und Sozialkompetenzen im Schulunterricht, damit die Lernenden schwierige Herausforderungen in verschiedenen Lebensbereichen besser bewältigen können. Das Unterrichtskonzept besteht aus verschiedenen Modulen, welche detailliert beschrieben sind und zahlreiche Übungen beinhalten. Die vorgeschlagene Verlaufsplanung kann individuell auf die jeweiligen Lernvoraussetzungen und Rahmenbedingungen des Unterrichts angepasst werden. Die Unterrichtsreihe «Persönlichkeitsförderung im Schulunterricht» wurde in Zusammenarbeit zwischen dem Institut für Wirtschaftspädagogik der Universität St. Gallen und vier Schulen des Kantons St. Gallen entwickelt und erprobt. Sie umfasst drei Bände: Band I «Realistische Ursachenzuschreibungen», Band II «Kommunikation in Konfliktsituationen» und Band III «Selbstwirksamkeit». Zielgruppe: Das Unterrichtskonzept dient als Arbeitsinstrument für Abschlussklassen Volksschule und Brückenangebote.}}, author = {{Autorengruppe, Institut für Wirtschaftspädagogik}}, title = {{{Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen}}}, year = {{2016}}, } @inproceedings{4460, abstract = {{The first year of studying has been extensively researched in order to better understand the transition into Higher Education (HE) as well as the phenomena of student performance, retention, and drop out. Although research points to the importance of the socio-cultural dimension of first-year experiences, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. To address this research gap, an interview study was conducted with 15 first-year university students. The analysis revealed distinctive transition processes into HE that were developed into a typology with four transition types. Interestingly, students who tended to be more critically reflective about their studies were in danger of having a rougher transition than less critically reflective counterparts. For the former, it is essential to develop social relationships that tie them to their studies while the latter manage study-related challenges by simply working through them. }}, author = {{Jenert, Tobias and Brahm, Taiga and Gommers, Luci and Kühner, Patrizia}}, location = {{Amsterdam}}, title = {{{A typology of students’ enculturation during the first year at University}}}, year = {{2016}}, } @inproceedings{4461, abstract = {{Entrepreneurial contexts are characterized by uncertainty, often requiring entrepreneurs to adapt in order to tackle the corresponding challenges and succeed. While entrepreneurial success may be explained by experiential learning, little is known as to why some experienced entrepreneurs are more successful at adapting to uncertain conditions. It has been suggested that these differences are due to enhanced cognitive resources that are analogous to those of experts. Since expertise can be developed through self-regulated learning (SRL), our paper seeks to explain the missing link between experience and entrepreneurial success. By drawing from advances in expert research and a social cognitive view of self-regulation, we develop a process oriented model of self-regulated entrepreneurial learning (SREL) in order to explain why expert entrepreneurs are better able to self-regulate and adapt their behavior during uncertainty (compared to novices and non-experts). We further develop empirically testable research propositions, and discuss theoretical and practical implications for aspiring entrepreneurs and entrepreneurs alike.}}, author = {{Winkler, Christoph and Fust, Alexander and Jenert, Tobias}}, booktitle = {{Academy of Management Proceedings}}, location = {{Anaheim, CA}}, number = {{1}}, pages = {{12056}}, title = {{{Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective}}}, year = {{2016}}, } @inproceedings{4462, author = {{Dilger, Bernadette and Jenert, Tobias and Sloane, Peter F. E.}}, location = {{Bochum}}, title = {{{Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern}}}, year = {{2016}}, } @inbook{4507, author = {{Jenert, Tobias}}, booktitle = {{Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung}}, editor = {{Jenert , Tobias and Brahm, Taiga and Euler , Dieter}}, isbn = {{978-3-658-12067-2}}, pages = {{26--29 }}, publisher = {{Springer Verlag }}, title = {{{Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung}}}, year = {{2016}}, } @inproceedings{4533, author = {{Jenert, Tobias}}, booktitle = {{ Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.}}, location = {{Linz}}, title = {{{Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung}}}, year = {{2016}}, } @inbook{8885, author = {{Beutner, Marc and Schneider, J}}, booktitle = {{Sounds and Audios in E-learning scenarios. Results and Discussions on the basic of the SEEL project}}, editor = {{Beutner, Marc}}, pages = {{10 -- 19}}, title = {{{The Project SEEL – Basic information about the context}}}, year = {{2016}}, } @inbook{8887, author = {{Beutner, Marc and Schneider, J}}, booktitle = {{Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEl project}}, editor = {{Beutner, Marc}}, pages = {{20 -- 32}}, title = {{{The strcture of the SEEL Project}}}, year = {{2016}}, } @inbook{8888, author = {{Beutner, Marc and Schneider, J}}, booktitle = {{Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEl project}}, editor = {{Beutner, Marc}}, pages = {{34 -- 42}}, title = {{{Situation of visual impaired in Germany}}}, year = {{2016}}, } @inbook{8889, author = {{Beutner, Marc}}, booktitle = {{Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEl project}}, editor = {{Beutner, Marc}}, pages = {{56 -- 64}}, title = {{{Quasi-Experimental Design concerning learning with sounds in education}}}, year = {{2016}}, } @inbook{8890, author = {{Beutner, Marc and Schneider, J}}, booktitle = {{Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEl project}}, editor = {{Beutner, Marc}}, pages = {{64 -- 65}}, title = {{{The general structure of the SEEL Teacher Training Course}}}, year = {{2016}}, } @inbook{8891, author = {{Beutner, Marc}}, booktitle = {{Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEl project}}, editor = {{Beutner, Marc}}, pages = {{81 -- 83}}, title = {{{Insights in the evaluation results of the SEEL Project}}}, year = {{2016}}, } @article{6500, author = {{Frehe, Petra and Kremer, H.-Hugo}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, number = {{30}}, pages = {{1--21}}, title = {{{Ausbildungsvorbereitung als Domäne - Inklusion in der Exklusion?}}}, year = {{2016}}, } @article{6977, author = {{Kremer, H.-Hugo and Büchter, K. and Buchmann, U.}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, number = {{30}}, title = {{{Inklusion in der beruflichen Bildung}}}, year = {{2016}}, } @book{12892, author = {{Beutner, Marc and Schneider, J.}}, pages = {{19}}, publisher = {{IK Verlag}}, title = {{{Handbuch für Lehrkräfte. Ein Handbuch zur Nutzung des SEEL-Online-Course-Creators}}}, year = {{2016}}, } @book{4639, abstract = {{Bildung findet auf kommunaler Ebene statt. Dies ist der Ort, an dem ganz unterschiedliche Maßnahmen durchgeführt werden, die entweder nach Landesrecht, Bundesrecht oder nach den Vorschriften der Kammern reguliert sind oder aber aufgrund von privatrechtlichen Vereinbarungen zustande kommen. Kommunen sind dabei kein neutraler ‚Austragungsort’ von Bildung. Vielmehr ist das kommunale Bildungsangebot eine ganz wesentliche Größe, wenn es um die Entwicklung von Kommunen geht. Die Attraktivität und die Prosperität einer Stadt oder Gemeinde ist letztlich auch davon abhängig, welche Bildungsangebote sie den Bürgern, aber auch den Betrieben, Verbänden usw. machen kann. So gesehen hat kommunales Bildungsmanagement eine sehr zentrale Funktion zur Unterstützung und Koordination von Bildungsmaßnahmen vor Ort. Von 2009 bis 2014 hat der Bund mit dem Programm ‚Lernen vor Ort’ den Aufbau eines kommunalen Bildungsmanagements in 36 Kreisen und kreisfreien Städten gefördert. Die vorliegende Studie analysiert die dabei gewonnenen Erfahrungen, verdichtet diese zu einem Konzept des kommunalen Bildungsmanagements und zeigt auf, wie ein erfolgreiches kommunales Bildungsmanagement gewinnbringend auf andere Kommunen transferiert werden kann.}}, author = {{Euler, Dieter and Sloane, Peter F. E. and Fäckeler, Sina and Jenert, Tobias Johannes and Losch, Simone and Meier, Christoph and Meier, Karin and Rüschen, Eva and Schröder, Helmut}}, isbn = {{978-3-940625-56-4}}, pages = {{106}}, publisher = {{EUSL}}, title = {{{Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen}}}, year = {{2016}}, } @article{50998, author = {{Jahnke, Heike and Kehl, Verena and Kiepe, Karina}}, journal = {{Seminar}}, pages = {{82--96}}, title = {{{Entwicklung, Implementierung und Evaluation eines Tagungsportfolios}}}, volume = {{22(1)}}, year = {{2016}}, } @inbook{47954, author = {{Beutner, Marc and Duse, Carmen and Pechuel, Rasmus and Schneider, Jennifer Nicole}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of the EU-StORe project}}, editor = {{Beutner, Marc}}, pages = {{43 -- 50}}, title = {{{Insights in the OER Rating – Database – Structures, Advantages and Challenges}}}, year = {{2016}}, } @inbook{47945, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of the EU-StORe project}}, editor = {{Beutner, Marc}}, pages = {{53 -- 61}}, title = {{{Use and Implementation of OERs in Germany}}}, year = {{2016}}, } @inbook{47934, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, booktitle = {{Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project}}, editor = {{Beutner, Marc }}, pages = {{34--42}}, title = {{{Situation of visual impaired in Germany}}}, year = {{2016}}, } @inbook{47935, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of the EU-StORe project}}, editor = {{Beutner, Marc }}, pages = {{19--27}}, title = {{{The EU-StORe Project}}}, year = {{2016}}, } @inbook{47939, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of the EU-StORe project}}, editor = {{Beutner, Marc}}, pages = {{29--41}}, title = {{{The OER Quality Standards}}}, year = {{2016}}, } @inbook{47933, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of the EU-StORe project}}, editor = {{Beutner, Marc}}, pages = {{117--133}}, title = {{{Evaluation Results concerning OER and the EU-StORe Project}}}, year = {{2016}}, } @inbook{47937, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, booktitle = {{OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of the EU-StORe project}}, editor = {{Beutner, Marc }}, pages = {{11--17}}, title = {{{The Importance of OER in European Education}}}, year = {{2016}}, } @inbook{47936, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, booktitle = {{Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project}}, editor = {{Beutner, Marc}}, pages = {{64--65}}, title = {{{The general structure of the SEEL Teacher Training Course}}}, year = {{2016}}, } @inbook{47942, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, booktitle = {{Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project}}, editor = {{Beutner, Marc}}, pages = {{20--32}}, title = {{{The structure of the SEEL Project}}}, year = {{2016}}, } @inbook{47941, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, booktitle = {{Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project}}, editor = {{Beutner, Marc}}, pages = {{10 -- 19}}, title = {{{The Project SEEL – Basic information about the context}}}, year = {{2016}}, } @book{47932, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, publisher = {{IK-Verlag}}, title = {{{SEEL - Handbuch für Lehrkräfte}}}, year = {{2016}}, } @book{47893, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, pages = {{130}}, title = {{{Teachers´ Manual and Teachers´ Guideline. A handbook for Teachers. }}}, year = {{2016}}, } @book{47897, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, title = {{{Teachers´ Manual and Teachers´ Guideline. A handbook for Teachers. }}}, year = {{2016}}, } @book{47895, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, pages = {{25}}, publisher = {{IK-Verlag}}, title = {{{SEEL- Expertenhandbuch}}}, year = {{2016}}, } @book{47896, author = {{Beutner, Marc and Schneider, Jennifer Nicole}}, pages = {{18}}, publisher = {{IK-Verlag}}, title = {{{SEEL- Handbook for Educators}}}, year = {{2016}}, } @article{3556, author = {{Euler, Dieter and Sloane, Peter F. E.}}, journal = {{Zeitschrift für Berufs-und Wirtschaftspädagogik}}, number = {{1}}, pages = {{1----10}}, title = {{{Neue Bildungslandschaften - Kommunales Bildungsmanagement als Zukunftsaufgabe}}}, volume = {{111}}, year = {{2015}}, } @article{6248, author = {{Zoyke, A. and Kremer, H.-Hugo and Sampaio-Araujo, J.}}, journal = {{Kölner Zeitschrift für Wirtschaft und Pädagogik}}, pages = {{129 -- 144}}, title = {{{Komplexe Selbstlernaufgabe (,WiWi-Studies') in der Eingangsphase wirtschaftswissenschaftlicher Bachelorstudiengänge. Einblicke in ein Design-Based Research-Projekt mit Studierendenbefragungen}}}, volume = {{58}}, year = {{2015}}, } @inbook{6260, author = {{Kremer, H.-Hugo and Rüschen, E.}}, booktitle = {{Crossing Boundaries in Vocational Education and Training: Innovative Concepts for the 21st Century. Conference Proceedings}}, editor = {{Gessler, M. and Freund, L.}}, pages = {{98--104}}, title = {{{What does Vocational Mean? Exploring the Understanding of Vocational in Higher Education and Vocational Education}}}, year = {{2015}}, } @article{6263, author = {{Kerbs, N. and Kremer, H.-Hugo and Rüschen, E. and Sampaio-Araujo, J. and Zoyke, A.}}, journal = {{Das Hochschulwesen}}, pages = {{67--73}}, title = {{{Gestaltung der Studieneingangsphase an einer wirtschaftswissenschaftlichen Fakultät}}}, volume = {{2}}, year = {{2015}}, } @inbook{6264, author = {{Beutner, Marc and Kremer, H.-Hugo and Kundisch, Heike and Rohde, S. and Zoyke, A.}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-H. and Beutner, M-}}, pages = {{7--18}}, title = {{{Individuelle Kompetenzentwicklungswege: Bildungsarbeit in einer dualisierten Ausbildungsvorbereitung: Das Forschungs- und Entwicklungsprojekt InBig}}}, year = {{2015}}, } @inbook{6267, author = {{Kremer, H.-Hugo and Zoyke, A.}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Enwticklungsprojekt InBig}}, editor = {{Kremer, H.-H. and Beutner, M.}}, pages = {{19--40}}, title = {{{Überlegungen zur Modellierung der Bildungsarbeit im Rahmen von InBig}}}, year = {{2015}}, } @inbook{6268, author = {{Kranert, T. and Kremer, H.-Hugo and Zoyke, A.}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-H. and Beutner, M.}}, pages = {{41--76}}, title = {{{Bildungsgangarbeit an Berufskollegs. Diskussionsbericht zur Bestandserhebung an den Pilot-Berufskollegs im Projekt InBig}}}, year = {{2015}}, } @inbook{6403, author = {{Kremer, H.-Hugo and Beutner, Marc and Kranert, T.}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsgangarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-Hugo and Beutner, Marc}}, pages = {{77--86}}, title = {{{Grundstrukturen und Arbeitsbasis - Zur Entwicklung der Standortkonzepte - InBig als Forschungsfrage und Entwicklungsarena}}}, year = {{2015}}, } @inbook{6405, author = {{Rose, S. and Kranert, T. and Kremer, H.-Hugo}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsgangarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-Hugo and Beutner, Marc}}, pages = {{87--100}}, title = {{{Kurzportrait zum Standortkonzept des Robert-Bosch-Berufskolleg der Stadt Dortmund}}}, year = {{2015}}, } @inbook{6406, author = {{Beutner, Marc and Kranert, T. and Kremer, H.-Hugo}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsgangarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-Hugo and Beutner, Marc}}, pages = {{109--129}}, title = {{{Kurzportrait zum Standortkonzept des Berufskollegs Ernährung, Sozialwesen, Technik in Geilenkirchen}}}, year = {{2015}}, } @misc{6409, author = {{Kremer, H.-Hugo and Kückmann, Marie-Ann and Sloane, Peter F. E. and Zoyke, A.}}, title = {{{,Voraussetzungen und Möglichkeiten der Gestaltung gemeinsamen Lernens für Jugendliche mit sonderpädagogischem Förderbedarf im Bereich Lern- und Entwicklungsstörungen' im Auftrag des Ministeriums für Schule und Weiterbildung des Landes Nordrhein-Westfalen}}}, year = {{2015}}, } @inbook{6411, author = {{Beutner, Marc and Eickhoff, A. and Kremer, H.-Hugo}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-H. and Beutner, M.}}, pages = {{131--152}}, title = {{{Praxisformate in der Ausbildungsvorbereitung }}}, year = {{2015}}, } @inbook{6418, author = {{Kundisch, Heike and Kremer, H.-Hugo}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-H. and Beutner, M.}}, pages = {{257--276}}, title = {{{Kollegiale Weiterbildung. Entwicklung, Qualifizierung und Rollenverschärfung für Nachwuchsführungskräfte an Berufskollegs}}}, year = {{2015}}, } @inbook{6419, author = {{Kückmann, Marie-Ann and Kremer, H.-Hugo}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-H. and Beutner, M.}}, pages = {{277 -- 296}}, title = {{{Multiprofessionelle Teamarbeit - Notwendigkeit und (schleichende) Veränderung von Berufskollegs}}}, year = {{2015}}, } @inbook{6420, author = {{Kranert, T. and Kremer, H.-Hugo}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionn aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-H. and Beutner, M.}}, pages = {{297--328}}, title = {{{Auf dem Wege zur Qualität in der Ausbildungsvorbereitung - Einblicke in Prozesse zur Entwicklung und Implementation innovativer Konzepte}}}, year = {{2015}}, } @inbook{6422, author = {{Kremer, H.-Hugo and Kundisch, Heike and Schreiner, K.}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsgangarbeit in einer dualisierten Ausbildungsarbeit. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-H. and Beutner, M.}}, pages = {{329--344}}, title = {{{Entwicklung von Berufskollegs - Handlungsfelder, Herausforderungen und Unterstützungsbedarf von Nachwuchsführungskräften in der Beruflichen Bildung}}}, year = {{2015}}, } @inbook{6437, author = {{Dirksmeier, V. and Gonsior, R. and Kremer, H.-Hugo}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-H. and Beutner, M.}}, pages = {{345 -- 360}}, title = {{{Erleben Schulischer Wirklichkeit - Schulische Langeweile aus Sicht von Jugendlichen an Berufskollegs}}}, year = {{2015}}, } @inbook{6438, author = {{Kremer, H.-Hugo}}, booktitle = {{Individuelle Kompetenzentwicklungswege: Bildungsarbeit in einer dualisierten Ausbildungsvorbereitung. Ergebnisse und Reflexionen aus dem Forschungs- und Entwicklungsprojekt InBig}}, editor = {{Kremer, H.-H. and Beutner, M.}}, pages = {{385--391}}, title = {{{Kein Ende...vor dem Anfang einer weiteren Professionalisierung der Bildungsarbeit}}}, year = {{2015}}, } @book{4422, author = {{Jenert, Tobias and Postareff, Liisa and Brahm, Taiga and Lindblom-Ylänne, Sari}}, title = {{{Enculturation and development of beginning students}}}, year = {{2015}}, } @book{4437, abstract = {{Der Sammelband befasst sich mit einem umfassenden Ansatz zur Verbesserung der Qualität von Lehre und Studium. Mit dem Konzept der pädagogischen Hochschulentwicklung plädieren die AutorInnen dafür, bei der Umsetzung von Veränderungsprojekten die verschiedenen Ebenen der Hochschule zu verschränken. Zum Beispiel sollten Initiativen, die eine Lehrveranstaltung betreffen, idealerweise die (Aus )Wirkungen auf den Ebenen der Studienprogramme und der Organisation berücksichtigen und aktiv gestalten. Die einzelnen Beiträge stellen beispielhafte Initiativen aus unterschiedlichen Disziplinen und Hochschulformen dar und illustrieren, wie die genannten Ebenen in der praktischen Umsetzung verzahnt werden können. }}, author = {{Brahm, Taiga and Jenert, Tobias and Euler, Dieter}}, title = {{{Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung}}}, year = {{2015}}, } @book{4445, abstract = {{Starting with this issue, the ZFHE will publish one English-speaking edition per year on a topic of international interest, in order to disseminate German-language research results beyond our borders and to encourage discussion in an international context. This first English-language edition focuses on the experiences and the academic socialization of first-year university students. The articles offer both diagnoses and differentiations in terms of different types of first-year students, as well as highlighting their experiences and development during their introduction to the academic environment and examining connections between their academic development and the existing educational environment.}}, author = {{Jenert, Tobias and Postareff, Liisa and Brahm, Taiga and Lindblom-Ylänne, Sari}}, title = {{{Enculturation and development of beginning students}}}, year = {{2015}}, } @inproceedings{4463, abstract = {{Academic success in Higher Education is influenced by a number of different factors. This paper tackles the question if the individual levels of motivation, anxiety, enjoyment and self-efficacy, measured immediately before entering university, influence the probability of academic success. Former studies have shown an influence of the high school grade, the learning environment and motivational variables. They do not investigate, however, the individual levels of the mentioned constructs before the beginning of the studies. This research was conducted at the University of St. Gallen/Switzerland. The sample includes 695 first-year students who provided information about the individual level of the mentioned constructs. Descriptive statistics show that on average the students are highly motivated, have a high level of self-efficacy and are looking forward to their studies before their beginning. Yet, there are students who have a high level of fear of failure in the study in spite of their high motivation and self-efficacy. A logistic regression shows that there is a significant effect of fear of failure on the probability of study success. This paper shows that fear of failure can increase the probability of academic failure and thus become a self-fulfilling prophecy. It confirms fear as an important factor for academic success. Furthermore, other important factors for academic success, for example the high school grade, could be confirmed in this study}}, author = {{Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}}, keywords = {{Quantitative methods, Student learning, Emotion and Cognition, Social sciences, Higher education, Motivation and Emotion, Fear of Failure}}, location = {{Zypern}}, title = {{{The self-fulfilling prophecy of fear of academic failure}}}, year = {{2015}}, } @inproceedings{4464, abstract = {{A highly selective first study phase in many Swiss study programs leads to a rather competitive climate among students. However, the atmosphere at the university is an important factor for students' transition into Higher Education. An important question in this context is whether students' are equipped with different dispositions influencing how they cope with this transition. Other research has already shown that different groups of students can be identified regarding their student behavior. Yet, so far little is known about patterns of variables characterizing students, transitioning successfully. The paper takes advantage of a person-centered approach, i.e. the latent-class analysis, which makes it possible to identify groups of individuals, sharing common attributes. The research was conducted as a longitudinal study during their first year at a Swiss university. The return rate was about 67%, with 820 utilizable questionnaires at t1. Based on the analysis of students' anxiety, intrinsic motivation and self-efficacy, three distinct classes of students could be identified. The first class can be called the "highly motivated and self-confident" students. The second class is characterized by the same pattern, however, on a more intermediate level and the last class can be described as the "least motivated and most anxious" group of students. This study contributes to research and theory on students' transition into higher education and could be a first hint that students' experiences of this transition can vary substantially.}}, author = {{Brahm, Taiga and Wagner, Dietrich and Jenert, Tobias}}, keywords = {{Quantitative methods, Self-efficacy, Higher education, Motivation and Emotion}}, location = {{Zypern}}, title = {{{A person-centred approach to students' transition into Higher Education}}}, year = {{2015}}, } @inproceedings{4465, abstract = {{The first year of studying has been extensively researched applying different theoretical lenses to better understand the transition into Higher Education (HE). It is of particular interest to investigate how students deal with frictions between themselves as individuals and what they perceive to be dominant features of the first-year culture of their studies. To tackle this question, a qualitative longitudinal study was conducted. Based on a sociocultural understanding of attitudes and motivations, its aim was to closely follow a relatively small but highly diverse sample of students throughout their first year at a business school in order to develop an in-depth understanding of each individual’s motivational and attitudinal development.}}, author = {{Jenert, Tobias and Brahm, Taiga}}, keywords = {{Enculturation, first-year students, beginning students, retention, drop-out}}, location = {{Chicago}}, title = {{{How Do They Find Their Place? A Longitudinal Study of Management Students' Attitudes and Motivations During Their First Year at Business School}}}, year = {{2015}}, } @inproceedings{4466, abstract = {{Despite students’ motivation being considered a strong predictor of performance, the development of motivation of business school students has rarely been investigated. Additionally, little is known about the relation of motivational aspects with other influences on study performance. This is surprising, as the transition from school to university is a crucial phase in the academic career and can be overwhelming for some students. The present study addresses this research gap and examines the development of economics and management students’ study motivation. The longitudinal study included four waves of data collected throughout the first year using quantitative surveys. Regarding students’ development over time, the analysis showed a gradual decline in students’ motivation. Above all, the transition from secondary to higher education seems to be a driver for this decline}}, author = {{Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}}, booktitle = {{Academy of Management Proceedings}}, location = {{Vancouver}}, number = {{1}}, pages = {{12649}}, title = {{{The crucial first year: Students’ motivation at a Swiss Business School--a longitudinal study}}}, year = {{2015}}, }