@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{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}}, } @inbook{55894, author = {{Jahncke, Heike and Kiepe, Karina}}, booktitle = {{Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2017 }}, editor = {{Seifried, Jürgen and Seeber, Susan and Ziegler, Birgit}}, pages = {{129–141}}, publisher = {{Budrich}}, title = {{{Handlungsempfehlungen aus dem Einsatz und der Evaluation eines Tagungsportfolios im Rahmen der Lehrerbildung}}}, year = {{2017}}, }