@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}}, }