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Kremer, Wirtschaft und Erziehung 70 (2018) 66–74."},"type":"journal_article","year":"2018","page":"66-74","_id":"5799","date_updated":"2022-01-06T07:02:41Z","intvolume":" 70","issue":"2","author":[{"first_name":"C.","full_name":"Gockel, C.","last_name":"Gockel"},{"full_name":"Kremer, H.-Hugo","first_name":"H.-Hugo","id":"15280","last_name":"Kremer"}],"publication":"Wirtschaft und Erziehung","department":[{"_id":"211"}],"status":"public","date_created":"2018-11-22T10:02:41Z","volume":70,"user_id":"74378","title":"Das Blended Mentoring Concept: Digital gestützte Begleitung von Jugendlichen im Betriebspraktikum (Teil 2)"},{"_id":"5977","date_updated":"2022-01-06T07:02:48Z","citation":{"ieee":"M.-A. Kückmann and H.-H. Kremer, “Multiprofessionelle Teams zur inklusiven Bildungsarbeit. Empirische Explorationen, theoretisch-konzeptionelle Annäherungen und praktische Gestaltung,” in Vielfalt des Lernens im Rahmen berufsbezogener Standards, D. Buschfeld and M. Cleef, Eds. Münster / New York: Waxmann, 2018, pp. 177–188.","short":"M.-A. Kückmann, H.-H. Kremer, in: D. Buschfeld, M. Cleef (Eds.), Vielfalt des Lernens im Rahmen berufsbezogener Standards, Waxmann, Münster / New York, 2018, pp. 177–188.","mla":"Kückmann, Marie-Ann, and H. Hugo Kremer. “Multiprofessionelle Teams zur inklusiven Bildungsarbeit. Empirische Explorationen, theoretisch-konzeptionelle Annäherungen und praktische Gestaltung.” Vielfalt des Lernens im Rahmen berufsbezogener Standards, edited by D. Buschfeld and M. Cleef, Waxmann, 2018, pp. 177–88.","bibtex":"@inbook{Kückmann_Kremer_2018, place={Münster / New York}, title={Multiprofessionelle Teams zur inklusiven Bildungsarbeit. Empirische Explorationen, theoretisch-konzeptionelle Annäherungen und praktische Gestaltung}, booktitle={Vielfalt des Lernens im Rahmen berufsbezogener Standards}, publisher={Waxmann}, author={Kückmann, Marie-Ann and Kremer, H.-Hugo}, editor={Buschfeld, D. and Cleef, M.Editors}, year={2018}, pages={177–188} }","ama":"Kückmann M-A, Kremer H-H. Multiprofessionelle Teams zur inklusiven Bildungsarbeit. Empirische Explorationen, theoretisch-konzeptionelle Annäherungen und praktische Gestaltung. In: Buschfeld D, Cleef M, eds. Vielfalt des Lernens im Rahmen berufsbezogener Standards. Münster / New York: Waxmann; 2018:177-188.","apa":"Kückmann, M.-A., & Kremer, H.-H. (2018). Multiprofessionelle Teams zur inklusiven Bildungsarbeit. Empirische Explorationen, theoretisch-konzeptionelle Annäherungen und praktische Gestaltung. In D. Buschfeld & M. Cleef (Eds.), Vielfalt des Lernens im Rahmen berufsbezogener Standards (pp. 177–188). Münster / New York: Waxmann.","chicago":"Kückmann, Marie-Ann, and H.-Hugo Kremer. “Multiprofessionelle Teams zur inklusiven Bildungsarbeit. Empirische Explorationen, theoretisch-konzeptionelle Annäherungen und praktische Gestaltung.” In Vielfalt des Lernens im Rahmen berufsbezogener Standards, edited by D. Buschfeld and M. Cleef, 177–88. Münster / New York: Waxmann, 2018."},"year":"2018","type":"book_chapter","page":"177-188","language":[{"iso":"ger"}],"place":"Münster / New York","title":"Multiprofessionelle Teams zur inklusiven Bildungsarbeit. Empirische Explorationen, theoretisch-konzeptionelle Annäherungen und praktische Gestaltung","user_id":"74378","publisher":"Waxmann","author":[{"last_name":"Kückmann","id":"25394","first_name":"Marie-Ann","full_name":"Kückmann, Marie-Ann"},{"first_name":"H.-Hugo","full_name":"Kremer, H.-Hugo","last_name":"Kremer","id":"15280"}],"department":[{"_id":"211"}],"publication":"Vielfalt des Lernens im Rahmen berufsbezogener Standards","editor":[{"last_name":"Buschfeld","first_name":"D.","full_name":"Buschfeld, D."},{"last_name":"Cleef","full_name":"Cleef, M.","first_name":"M."}],"publication_identifier":{"isbn":["9783830937739"]},"status":"public","date_created":"2018-11-29T09:06:53Z"},{"date_updated":"2022-01-06T07:02:58Z","_id":"6238","page":"126-129","year":"2018","citation":{"ieee":"H.-H. Kremer, L. Emmighausen, and E. Mauer, “Studiengangsmanagement an der Fakultät für Wirtschaftswissenschaften. Organisation, Arbeitsgebiete und Herausforderungen,” in Heterogenität als Chance. Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn, B. Riegraf, D. M. Meister, P. Reinhold, N. Schaper, and T. T. Temps, Eds. Paderborn, 2018, pp. 126–129.","short":"H.-H. Kremer, L. Emmighausen, E. Mauer, in: B. Riegraf, D.M. Meister, P. Reinhold, N. Schaper, T.T. Temps (Eds.), Heterogenität als Chance. Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn, Paderborn, 2018, pp. 126–129.","bibtex":"@inbook{Kremer_Emmighausen_Mauer_2018, place={Paderborn}, title={Studiengangsmanagement an der Fakultät für Wirtschaftswissenschaften. Organisation, Arbeitsgebiete und Herausforderungen}, booktitle={Heterogenität als Chance. Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn}, author={Kremer, H.-Hugo and Emmighausen, Laura and Mauer, Eileen}, editor={Riegraf, B. and Meister, D. M. and Reinhold, P. and Schaper, N. and Temps, T. T.Editors}, year={2018}, pages={126–129} }","mla":"Kremer, H. Hugo, et al. “Studiengangsmanagement an der Fakultät für Wirtschaftswissenschaften. Organisation, Arbeitsgebiete und Herausforderungen.” Heterogenität als Chance. Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn, edited by B. Riegraf et al., 2018, pp. 126–29.","chicago":"Kremer, H.-Hugo, Laura Emmighausen, and Eileen Mauer. “Studiengangsmanagement an der Fakultät für Wirtschaftswissenschaften. Organisation, Arbeitsgebiete und Herausforderungen.” In Heterogenität als Chance. Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn, edited by B. Riegraf, D. M. Meister, P. Reinhold, N. Schaper, and T. T. Temps, 126–29. Paderborn, 2018.","ama":"Kremer H-H, Emmighausen L, Mauer E. Studiengangsmanagement an der Fakultät für Wirtschaftswissenschaften. Organisation, Arbeitsgebiete und Herausforderungen. In: Riegraf B, Meister DM, Reinhold P, Schaper N, Temps TT, eds. Heterogenität als Chance. Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn. Paderborn; 2018:126-129.","apa":"Kremer, H.-H., Emmighausen, L., & Mauer, E. (2018). Studiengangsmanagement an der Fakultät für Wirtschaftswissenschaften. Organisation, Arbeitsgebiete und Herausforderungen. In B. Riegraf, D. M. Meister, P. Reinhold, N. Schaper, & T. T. Temps (Eds.), Heterogenität als Chance. Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn (pp. 126–129). Paderborn."},"type":"book_chapter","language":[{"iso":"ger"}],"place":"Paderborn","title":"Studiengangsmanagement an der Fakultät für Wirtschaftswissenschaften. Organisation, Arbeitsgebiete und Herausforderungen","user_id":"44715","department":[{"_id":"211"}],"publication":"Heterogenität als Chance. Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn","author":[{"first_name":"H.-Hugo","full_name":"Kremer, H.-Hugo","last_name":"Kremer","id":"15280"},{"first_name":"Laura","full_name":"Emmighausen, Laura","last_name":"Emmighausen","id":"28154"},{"full_name":"Mauer, Eileen","first_name":"Eileen","id":"23928","last_name":"Mauer"}],"publication_identifier":{"isbn":["9783945437049"]},"editor":[{"last_name":"Riegraf","first_name":"B.","full_name":"Riegraf, B."},{"last_name":"Meister","first_name":"D. M.","full_name":"Meister, D. M."},{"last_name":"Reinhold","first_name":"P.","full_name":"Reinhold, P."},{"last_name":"Schaper","first_name":"N.","full_name":"Schaper, N."},{"last_name":"Temps","full_name":"Temps, T. T.","first_name":"T. T."}],"date_created":"2018-12-17T13:46:19Z","status":"public"},{"title":"Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik","user_id":"51057","abstract":[{"lang":"ger","text":"Der Band reflektiert die normativen Voraussetzungen sowie methodologische und methodische Merkmale einer Hochschulbildungsforschung. Eine solche Forschung befasst sich mit den spezifischen didaktischen Anforderungen, die mit akademischem Lehren und Lernen sowie mit dem Anspruch an eine Bildung durch Wissenschaft verbunden sind. Hochschuldidaktik braucht eine Forschung, die ihrem Gegenstand gerecht wird und sich sowohl mit den normativen Zielen von Hochschulbildung als auch mit den individuellen Ansprüchen und Rahmenbedingungen einzelner Fächer auseinandersetzt. Im Rahmen konzeptioneller Beiträge wie auch konkreter Beispiele zeigt der Sammelband, wie Theorie und Praxis der Hochschulbildungsforschung entwickelt werden können."}],"date_created":"2018-09-18T11:34:39Z","status":"public","department":[{"_id":"208"},{"_id":"282"}],"author":[{"last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"},{"full_name":"Reinmann, Gabi","first_name":"Gabi","last_name":"Reinmann"},{"last_name":"Schmohl","first_name":"Tobias","full_name":"Schmohl, Tobias"}],"_id":"4441","date_updated":"2022-01-06T07:01:04Z","citation":{"short":"T. Jenert, G. Reinmann, T. Schmohl, Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, 2018.","ieee":"T. Jenert, G. Reinmann, and T. Schmohl, Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik. 2018.","chicago":"Jenert, Tobias, Gabi Reinmann, and Tobias Schmohl. Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, 2018.","apa":"Jenert, T., Reinmann, G., & Schmohl, T. (2018). Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik.","ama":"Jenert T, Reinmann G, Schmohl T. Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik.; 2018.","bibtex":"@book{Jenert_Reinmann_Schmohl_2018, title={Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik}, author={Jenert, Tobias and Reinmann, Gabi and Schmohl, Tobias}, year={2018} }","mla":"Jenert, Tobias, et al. Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik. 2018."},"type":"book","year":"2018"},{"title":"Developing Undergraduate Management Students ‘Reflection Capabilities'","user_id":"51057","abstract":[{"lang":"eng","text":"Business schools have been repeatedly confronted with demands to change their ways of educating future managers. Much of the current criticism focuses on content-related aspects of management education, targeting economic theory and management studies as an academic discipline. However, addressing what is taught alone has a very limited scope. Business schools also need to equip their students and their instructors with capabilities that allow them to question the viability of the theories, models and concepts for solving specific management tasks. In other words: Managers and therefore management education need to become more reflective in their practices. We present a study addressing the following research questions (1) What is the current level of reflective capabilities in management students across different business schools/programmes and in comparison to students in other disciplines? (2) Which characteristics of educational contexts influence the development of reflective capabilities? (3) What kinds of interventions for developing student reflection are suitable for being implemented in typical large-cohort undergraduate management programmes? Therefore we developed a survey measuring both students’ reflection modes (dependent variables) as well as factors influencing these modes (independent variables). We measured student reflection at two universities with a total sample of 747 students. Results show that undergraduate management students reflect less on their studies than their counterparts in other subjects. Second, we found that undergraduate management education seems to worsen than to improve students’ readiness to reflect. We used our findings to systematize existing teaching and learning methods and suggest a basic structure for effective interventions to foster undergraduate management students’ reflection capabilities."}],"status":"public","date_created":"2018-09-18T12:00:32Z","author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"},{"last_name":"Wagner","full_name":"Wagner, Dietrich","first_name":"Dietrich"},{"last_name":"Gommers","full_name":"Gommers, Luci","first_name":"Luci"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"}],"department":[{"_id":"208"},{"_id":"282"}],"publication":"Academy of Management Proceedings","issue":"1","_id":"4453","date_updated":"2022-01-06T07:01:05Z","conference":{"start_date":"2018-08-10","name":"78th Annual Meeting of the Academy of Management ","end_date":"2018-08-14"},"type":"conference","citation":{"short":"T. Jenert, D. Wagner, L. Gommers, T. Brahm, in: Academy of Management Proceedings, 2018, p. 10602.","ieee":"T. Jenert, D. Wagner, L. Gommers, and T. Brahm, “Developing Undergraduate Management Students ‘Reflection Capabilities’’,’” in Academy of Management Proceedings, 2018, no. 1, p. 10602.","chicago":"Jenert, Tobias, Dietrich Wagner, Luci Gommers, and Taiga Brahm. “Developing Undergraduate Management Students ‘Reflection Capabilities’’.’” In Academy of Management Proceedings, 10602, 2018.","ama":"Jenert T, Wagner D, Gommers L, Brahm T. Developing Undergraduate Management Students ‘Reflection Capabilities’’.’ In: Academy of Management Proceedings. ; 2018:10602.","apa":"Jenert, T., Wagner, D., Gommers, L., & Brahm, T. (2018). Developing Undergraduate Management Students ‘Reflection Capabilities’’.’ In Academy of Management Proceedings (p. 10602).","mla":"Jenert, Tobias, et al. “Developing Undergraduate Management Students ‘Reflection Capabilities’’.’” Academy of Management Proceedings, no. 1, 2018, p. 10602.","bibtex":"@inproceedings{Jenert_Wagner_Gommers_Brahm_2018, title={Developing Undergraduate Management Students ‘Reflection Capabilities’’’}, number={1}, booktitle={Academy of Management Proceedings}, author={Jenert, Tobias and Wagner, Dietrich and Gommers, Luci and Brahm, Taiga}, year={2018}, pages={10602} }"},"year":"2018","page":"10602"},{"page":"149-166","type":"book_chapter","year":"2018","citation":{"mla":"Jenert, Tobias. “,Messy Research‘: Methodologische Herausforderungen Der Hochschulbildungsforschung.” Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, Springer Verlag, 2018, pp. 149–66.","bibtex":"@inbook{Jenert_2018, title={,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung}, booktitle={Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik}, publisher={Springer Verlag}, author={Jenert, Tobias}, year={2018}, pages={149–166} }","chicago":"Jenert, Tobias. “,Messy Research‘: Methodologische Herausforderungen Der Hochschulbildungsforschung.” In Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, 149–66. Springer Verlag, 2018.","apa":"Jenert, T. (2018). ,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung. In Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik (pp. 149–166). Springer Verlag.","ama":"Jenert T. ,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung. In: Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik. Springer Verlag; 2018:149-166.","ieee":"T. Jenert, “,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung,” in Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik, Springer Verlag, 2018, pp. 149–166.","short":"T. Jenert, in: Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, Springer Verlag, 2018, pp. 149–166."},"date_updated":"2022-01-06T07:01:07Z","_id":"4500","publication":"Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik","department":[{"_id":"208"},{"_id":"282"}],"publisher":"Springer Verlag","author":[{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","last_name":"Jenert","id":"71994"}],"publication_identifier":{"isbn":["978-3-658-20308-5"]},"date_created":"2018-09-19T09:33:00Z","status":"public","abstract":[{"text":"Der Band reflektiert die normativen Voraussetzungen sowie methodologische und methodische Merkmale einer Hochschulbildungsforschung. Eine solche Forschung befasst sich mit den spezifischen didaktischen Anforderungen, die mit akademischem Lehren und Lernen sowie mit dem Anspruch an eine Bildung durch Wissenschaft verbunden sind. Hochschuldidaktik braucht eine Forschung, die ihrem Gegenstand gerecht wird und sich sowohl mit den normativen Zielen von Hochschulbildung als auch mit den individuellen Ansprüchen und Rahmenbedingungen einzelner Fächer auseinandersetzt. Im Rahmen konzeptioneller Beiträge wie auch konkreter Beispiele zeigt der Sammelband, wie Theorie und Praxis der Hochschulbildungsforschung entwickelt werden können.","lang":"ger"}],"title":",Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung","user_id":"51057"},{"_id":"4505","date_updated":"2022-01-06T07:01:07Z","type":"book_chapter","year":"2018","citation":{"bibtex":"@inbook{Jenert_Barnat_Salden_Dilger_2018, place={Bielefeld}, title={Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen}, booktitle={Blickpunkt Hochschuldidaktik}, publisher={Bertelsmann }, author={Jenert, Tobias and Barnat, M. and Salden, P. and Dilger, B.}, year={2018}, pages={149–164} }","mla":"Jenert, Tobias, et al. “Struktur, Prozess Oder Didaktik Als Ausgangspunkt? Ein Integratives Modell Der Curriculumentwicklung an Hochschulen.” Blickpunkt Hochschuldidaktik, Bertelsmann , 2018, pp. 149–64.","ama":"Jenert T, Barnat M, Salden P, Dilger B. Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen. In: Blickpunkt Hochschuldidaktik. Bielefeld: Bertelsmann ; 2018:149-164.","apa":"Jenert, T., Barnat, M., Salden, P., & Dilger, B. (2018). Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen. In Blickpunkt Hochschuldidaktik (pp. 149–164). Bielefeld: Bertelsmann .","chicago":"Jenert, Tobias, M. Barnat, P. Salden, and B. Dilger. “Struktur, Prozess Oder Didaktik Als Ausgangspunkt? Ein Integratives Modell Der Curriculumentwicklung an Hochschulen.” In Blickpunkt Hochschuldidaktik, 149–64. Bielefeld: Bertelsmann , 2018.","ieee":"T. Jenert, M. Barnat, P. Salden, and B. Dilger, “Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen,” in Blickpunkt Hochschuldidaktik, Bielefeld: Bertelsmann , 2018, pp. 149–164.","short":"T. Jenert, M. Barnat, P. Salden, B. Dilger, in: Blickpunkt Hochschuldidaktik, Bertelsmann , Bielefeld, 2018, pp. 149–164."},"page":"149-164","place":"Bielefeld","title":"Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen","user_id":"51057","publisher":"Bertelsmann ","author":[{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","id":"71994","last_name":"Jenert"},{"full_name":"Barnat, M.","first_name":"M.","last_name":"Barnat"},{"full_name":"Salden, P.","first_name":"P.","last_name":"Salden"},{"first_name":"B.","full_name":"Dilger, B.","last_name":"Dilger"}],"publication":"Blickpunkt Hochschuldidaktik","department":[{"_id":"208"},{"_id":"282"}],"status":"public","date_created":"2018-09-19T11:17:11Z"},{"publication":"Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre","publisher":"WBV","author":[{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"}],"volume":3,"date_created":"2018-09-19T11:24:24Z","status":"public","user_id":"51057","page":"26-29","type":"book_chapter","citation":{"ama":"Jenert T. Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. . In: Dreifürst S, Liebetanz F, Voigt A, eds. Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre. Vol 3. Theorie und Praxis der Schreibwissenschaft . Bielefeld: WBV; 2018:26-29.","apa":"Jenert, T. (2018). Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. . In S. Dreifürst, F. Liebetanz, & A. Voigt (Eds.), Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre (Vol. 3, pp. 26–29). Bielefeld: WBV.","chicago":"Jenert, Tobias. “Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. .” In Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre, edited by Stephanie Dreifürst, Franziska Liebetanz, and Anja Voigt, 3:26–29. Theorie und Praxis der Schreibwissenschaft . Bielefeld: WBV, 2018.","bibtex":"@inbook{Jenert_2018, place={Bielefeld}, series={Theorie und Praxis der Schreibwissenschaft }, title={Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. }, volume={3}, booktitle={Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre}, publisher={WBV}, author={Jenert, Tobias}, editor={Dreifürst, Stephanie and Liebetanz, Franziska and Voigt, AnjaEditors}, year={2018}, pages={26–29}, collection={Theorie und Praxis der Schreibwissenschaft } }","mla":"Jenert, Tobias. “Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. .” Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre, edited by Stephanie Dreifürst et al., vol. 3, WBV, 2018, pp. 26–29.","short":"T. Jenert, in: S. Dreifürst, F. Liebetanz, A. 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Schüssler et al., 2017, pp. 206–14.","apa":"Kremer, H.-H., & Weyland, U. (2017). Praxissemester in berufs- und wirtschaftspädagogischen Studiengängen. In R. Schüssler, A. Schöning, V. Schwier, S. Schicht, J. Gold, & U. Weyland (Eds.), Forschendes Lernen im Praxissemester. Zugänge, Konzepte, Erfahrungen (pp. 206–214). Bad Heilbrunn.","ama":"Kremer H-H, Weyland U. Praxissemester in berufs- und wirtschaftspädagogischen Studiengängen. In: Schüssler R, Schöning A, Schwier V, Schicht S, Gold J, Weyland U, eds. Forschendes Lernen im Praxissemester. Zugänge, Konzepte, Erfahrungen. Bad Heilbrunn; 2017:206-214.","chicago":"Kremer, H.-Hugo, and U. Weyland. “Praxissemester in berufs- und wirtschaftspädagogischen Studiengängen.” In Forschendes Lernen im Praxissemester. Zugänge, Konzepte, Erfahrungen, edited by R. Schüssler, A. Schöning, V. Schwier, S. Schicht, J. Gold, and U. Weyland, 206–14. Bad Heilbrunn, 2017."},"type":"book_chapter"},{"year":"2017","citation":{"short":"H. Kundisch, H.-H. Kremer, Mittlere Leitungsebene an Berufskollegs. Eine kollegiale Weiterbildung zur Rollenschärfung in Auseinandersetzung mit Handlungsfeldern der Bildungsarbeit, Paderborn, 2017.","ieee":"H. Kundisch and H.-H. Kremer, Mittlere Leitungsebene an Berufskollegs. Eine kollegiale Weiterbildung zur Rollenschärfung in Auseinandersetzung mit Handlungsfeldern der Bildungsarbeit. Paderborn, 2017.","apa":"Kundisch, H., & Kremer, H.-H. (2017). Mittlere Leitungsebene an Berufskollegs. Eine kollegiale Weiterbildung zur Rollenschärfung in Auseinandersetzung mit Handlungsfeldern der Bildungsarbeit. Paderborn.","ama":"Kundisch H, Kremer H-H. Mittlere Leitungsebene an Berufskollegs. Eine kollegiale Weiterbildung zur Rollenschärfung in Auseinandersetzung mit Handlungsfeldern der Bildungsarbeit. Paderborn; 2017.","chicago":"Kundisch, Heike, and H.-Hugo Kremer. Mittlere Leitungsebene an Berufskollegs. Eine kollegiale Weiterbildung zur Rollenschärfung in Auseinandersetzung mit Handlungsfeldern der Bildungsarbeit. Paderborn, 2017.","bibtex":"@book{Kundisch_Kremer_2017, place={Paderborn}, title={Mittlere Leitungsebene an Berufskollegs. Eine kollegiale Weiterbildung zur Rollenschärfung in Auseinandersetzung mit Handlungsfeldern der Bildungsarbeit}, author={Kundisch, Heike and Kremer, H.-Hugo}, year={2017} }","mla":"Kundisch, Heike, and H. Hugo Kremer. Mittlere Leitungsebene an Berufskollegs. Eine kollegiale Weiterbildung zur Rollenschärfung in Auseinandersetzung mit Handlungsfeldern der Bildungsarbeit. 2017."},"type":"book","language":[{"iso":"ger"}],"date_updated":"2022-01-06T07:02:42Z","_id":"5811","status":"public","date_created":"2018-11-23T11:39:23Z","author":[{"full_name":"Kundisch, Heike","first_name":"Heike","id":"31836","last_name":"Kundisch"},{"id":"15280","last_name":"Kremer","full_name":"Kremer, H.-Hugo","first_name":"H.-Hugo"}],"department":[{"_id":"211"}],"title":"Mittlere Leitungsebene an Berufskollegs. Eine kollegiale Weiterbildung zur Rollenschärfung in Auseinandersetzung mit Handlungsfeldern der Bildungsarbeit","user_id":"74378","place":"Paderborn"},{"language":[{"iso":"ger"}],"citation":{"chicago":"Tramm, T., H.-Hugo Kremer, and G. Reinmann. “Entwicklungsbezogene Praxisforschung .” bwp@ Berufs- und Wirtschaftspädagogik - online, no. 30 (2017).","ama":"Tramm T, Kremer H-H, Reinmann G. Entwicklungsbezogene Praxisforschung . bwp@ Berufs- und Wirtschaftspädagogik - online. 2017;(30).","apa":"Tramm, T., Kremer, H.-H., & Reinmann, G. (2017). Entwicklungsbezogene Praxisforschung . bwp@ Berufs- und Wirtschaftspädagogik - online, (30).","mla":"Tramm, T., et al. “Entwicklungsbezogene Praxisforschung .” bwp@ Berufs- und Wirtschaftspädagogik - online, no. 30, 2017.","bibtex":"@article{Tramm_Kremer_Reinmann_2017, title={Entwicklungsbezogene Praxisforschung }, number={30}, journal={bwp@ Berufs- und Wirtschaftspädagogik - online}, author={Tramm, T. and Kremer, H.-Hugo and Reinmann, G.}, year={2017} }","short":"T. Tramm, H.-H. Kremer, G. Reinmann, bwp@ Berufs- und Wirtschaftspädagogik - online (2017).","ieee":"T. Tramm, H.-H. Kremer, and G. Reinmann, “Entwicklungsbezogene Praxisforschung ,” bwp@ Berufs- und Wirtschaftspädagogik - online, no. 30, 2017."},"year":"2017","type":"journal_article","main_file_link":[{"url":"http://www.bwpat.de/ausgabe33"}],"issue":"30","date_updated":"2022-01-06T07:02:48Z","_id":"5975","date_created":"2018-11-29T08:57:22Z","status":"public","publication":"bwp@ Berufs- und Wirtschaftspädagogik - online","department":[{"_id":"211"}],"author":[{"first_name":"T.","full_name":"Tramm, T.","last_name":"Tramm"},{"last_name":"Kremer","id":"15280","first_name":"H.-Hugo","full_name":"Kremer, H.-Hugo"},{"first_name":"G.","full_name":"Reinmann, G.","last_name":"Reinmann"}],"user_id":"74378","title":"Entwicklungsbezogene Praxisforschung "},{"_id":"5978","date_updated":"2022-01-06T07:02:48Z","main_file_link":[{"url":"https://www.berufsbildung.nrw.de/cms/upload/_download/3i/3i_handreichung_mpt.pdf"}],"language":[{"iso":"ger"}],"year":"2017","citation":{"bibtex":"@book{Kückmann_Kremer_2017, place={Paderborn}, title={Innovationsarena 3i: Handreichung zur multiprofessionellen Teamarbeit (mpT) in der Ausbildungsvorbereitung am Berufskolleg}, author={Kückmann, Marie-Ann and Kremer, H.-Hugo}, year={2017} }","mla":"Kückmann, Marie-Ann, and H. Hugo Kremer. Innovationsarena 3i: Handreichung zur multiprofessionellen Teamarbeit (mpT) in der Ausbildungsvorbereitung am Berufskolleg. 2017.","chicago":"Kückmann, Marie-Ann, and H.-Hugo Kremer. Innovationsarena 3i: Handreichung zur multiprofessionellen Teamarbeit (mpT) in der Ausbildungsvorbereitung am Berufskolleg. Paderborn, 2017.","ama":"Kückmann M-A, Kremer H-H. Innovationsarena 3i: Handreichung zur multiprofessionellen Teamarbeit (mpT) in der Ausbildungsvorbereitung am Berufskolleg. Paderborn; 2017.","apa":"Kückmann, M.-A., & Kremer, H.-H. (2017). Innovationsarena 3i: Handreichung zur multiprofessionellen Teamarbeit (mpT) in der Ausbildungsvorbereitung am Berufskolleg. Paderborn.","ieee":"M.-A. Kückmann and H.-H. Kremer, Innovationsarena 3i: Handreichung zur multiprofessionellen Teamarbeit (mpT) in der Ausbildungsvorbereitung am Berufskolleg. Paderborn, 2017.","short":"M.-A. Kückmann, H.-H. Kremer, Innovationsarena 3i: Handreichung zur multiprofessionellen Teamarbeit (mpT) in der Ausbildungsvorbereitung am Berufskolleg, Paderborn, 2017."},"type":"book","place":"Paderborn","user_id":"74378","title":"Innovationsarena 3i: Handreichung zur multiprofessionellen Teamarbeit (mpT) in der Ausbildungsvorbereitung am Berufskolleg","department":[{"_id":"211"}],"author":[{"id":"25394","last_name":"Kückmann","full_name":"Kückmann, Marie-Ann","first_name":"Marie-Ann"},{"id":"15280","last_name":"Kremer","full_name":"Kremer, H.-Hugo","first_name":"H.-Hugo"}],"date_created":"2018-11-29T09:20:04Z","status":"public"},{"_id":"6240","date_updated":"2022-01-06T07:02:58Z","language":[{"iso":"ger"}],"year":"2017","type":"book_chapter","citation":{"short":"H.-H. Kremer, M. Beutner, in: M. Schweder (Ed.), Jugendstrafvollzug - (k)ein Ort der Bildung!?, Weinheim Basel, 2017, pp. 114–129.","ieee":"H.-H. Kremer and M. Beutner, “‘Der Unterschied ist, die hat man erwischt’ - Berufliche Bildung im Jugendstrafvollzug,” in Jugendstrafvollzug - (k)ein Ort der Bildung!?, M. Schweder, Ed. Weinheim Basel, 2017, pp. 114–129.","apa":"Kremer, H.-H., & Beutner, M. (2017). “Der Unterschied ist, die hat man erwischt” - Berufliche Bildung im Jugendstrafvollzug. In M. Schweder (Ed.), Jugendstrafvollzug - (k)ein Ort der Bildung!? (pp. 114–129). Weinheim Basel.","ama":"Kremer H-H, Beutner M. “Der Unterschied ist, die hat man erwischt” - Berufliche Bildung im Jugendstrafvollzug. In: Schweder M, ed. Jugendstrafvollzug - (k)ein Ort der Bildung!?. Weinheim Basel; 2017:114-129.","chicago":"Kremer, H.-Hugo, and Marc Beutner. “‘Der Unterschied ist, die hat man erwischt’ - Berufliche Bildung im Jugendstrafvollzug.” In Jugendstrafvollzug - (k)ein Ort der Bildung!?, edited by M. Schweder, 114–29. Weinheim Basel, 2017.","mla":"Kremer, H. Hugo, and Marc Beutner. “‘Der Unterschied ist, die hat man erwischt’ - Berufliche Bildung im Jugendstrafvollzug.” Jugendstrafvollzug - (k)ein Ort der Bildung!?, edited by M. Schweder, 2017, pp. 114–29.","bibtex":"@inbook{Kremer_Beutner_2017, place={Weinheim Basel}, title={“Der Unterschied ist, die hat man erwischt” - Berufliche Bildung im Jugendstrafvollzug}, booktitle={Jugendstrafvollzug - (k)ein Ort der Bildung!?}, author={Kremer, H.-Hugo and Beutner, Marc}, editor={Schweder, M.Editor}, year={2017}, pages={114–129} }"},"page":"114-129","user_id":"44715","title":"\"Der Unterschied ist, die hat man erwischt\" - Berufliche Bildung im Jugendstrafvollzug","place":"Weinheim Basel","status":"public","date_created":"2018-12-17T14:01:47Z","editor":[{"last_name":"Schweder","first_name":"M.","full_name":"Schweder, M."}],"publication_identifier":{"isbn":["9783779934523"]},"author":[{"last_name":"Kremer","id":"15280","first_name":"H.-Hugo","full_name":"Kremer, H.-Hugo"},{"last_name":"Beutner","id":"21118","first_name":"Marc","full_name":"Beutner, Marc"}],"publication":"Jugendstrafvollzug - (k)ein Ort der Bildung!?","department":[{"_id":"211"}]},{"date_updated":"2022-01-06T07:01:03Z","title":"How do they find their place? A typology of students' enculturation during the first year at a business school","department":[{"_id":"208"},{"_id":"282"}],"publication_identifier":{"unknown":["2210-6561"]},"_id":"4420","intvolume":" 12","issue":"87-99","citation":{"ieee":"T. Jenert, T. Brahm, L. Gommers, and P. Kühner , “How do they find their place? A typology of students’ enculturation during the first year at a business school,” Learning, Culture and Social Interaction, vol. 12, no. 87–99, pp. 87–99, 2017.","short":"T. Jenert, T. Brahm, L. Gommers, P. Kühner , Learning, Culture and Social Interaction 12 (2017) 87–99.","bibtex":"@article{Jenert_Brahm_Gommers_Kühner _2017, title={How do they find their place? A typology of students’ enculturation during the first year at a business school}, volume={12}, number={87–99}, journal={Learning, Culture and Social Interaction}, publisher={Elsevier}, author={Jenert, Tobias and Brahm, Taiga and Gommers, Luci and Kühner , Patrizia}, year={2017}, pages={87–99} }","mla":"Jenert, Tobias, et al. “How Do They Find Their Place? A Typology of Students’ Enculturation during the First Year at a Business School.” Learning, Culture and Social Interaction, vol. 12, no. 87–99, Elsevier, 2017, pp. 87–99.","chicago":"Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner . “How Do They Find Their Place? A Typology of Students’ Enculturation during the First Year at a Business School.” Learning, Culture and Social Interaction 12, no. 87–99 (2017): 87–99.","apa":"Jenert, T., Brahm, T., Gommers, L., & Kühner , P. (2017). How do they find their place? A typology of students’ enculturation during the first year at a business school. Learning, Culture and Social Interaction, 12(87–99), 87–99.","ama":"Jenert T, Brahm T, Gommers L, Kühner P. How do they find their place? A typology of students’ enculturation during the first year at a business school. Learning, Culture and Social Interaction. 2017;12(87-99):87-99."},"year":"2017","type":"journal_article","page":"87-99","abstract":[{"lang":"eng","text":"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."}],"extern":"1","user_id":"51057","author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert"},{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"last_name":"Gommers","first_name":"Luci","full_name":"Gommers, Luci"},{"first_name":"Patrizia","full_name":"Kühner , Patrizia","last_name":"Kühner "}],"publisher":"Elsevier","publication":"Learning, Culture and Social Interaction","keyword":["Student transition","Enculturation","Dropout","Retention"],"status":"public","date_created":"2018-09-18T08:54:38Z","volume":12},{"conference":{"location":"Tampere","name":"EARLI Biennial Conference","start_date":"2017-08-29","end_date":"2017-09-02"},"_id":"4454","date_updated":"2022-01-06T07:01:05Z","citation":{"mla":"Jenert, Tobias. Using Mixed Methods to Support Educational Design Decisions in ‘Bad Data’Contexts. 2017.","bibtex":"@inproceedings{Jenert_2017, title={Using mixed methods to support educational design decisions in ‘bad data’contexts}, author={Jenert, Tobias}, year={2017} }","chicago":"Jenert, Tobias. “Using Mixed Methods to Support Educational Design Decisions in ‘Bad Data’Contexts,” 2017.","apa":"Jenert, T. (2017). Using mixed methods to support educational design decisions in ‘bad data’contexts. Presented at the EARLI Biennial Conference, Tampere.","ama":"Jenert T. Using mixed methods to support educational design decisions in ‘bad data’contexts. In: ; 2017.","ieee":"T. Jenert, “Using mixed methods to support educational design decisions in ‘bad data’contexts,” presented at the EARLI Biennial Conference, Tampere, 2017.","short":"T. Jenert, in: 2017."},"type":"conference","year":"2017","user_id":"51057","title":"Using mixed methods to support educational design decisions in ‘bad data’contexts","abstract":[{"text":"\t\r\nEducational 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","lang":"eng"}],"extern":"1","date_created":"2018-09-18T12:14:43Z","status":"public","department":[{"_id":"208"},{"_id":"282"}],"author":[{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"}]},{"date_updated":"2022-01-06T07:01:05Z","_id":"4455","conference":{"location":"Tampere","start_date":"2017-08-29","name":"EARLI Biennial Conference","end_date":"2017-09-02"},"type":"conference","citation":{"chicago":"Jenert, Tobias, and Luci Gommers . “Investigating Networks within the Field of Higher Organisation Institutions,” 2017.","apa":"Jenert, T., & Gommers , L. (2017). Investigating Networks within the field of Higher Organisation Institutions. Presented at the EARLI Biennial Conference, Tampere.","ama":"Jenert T, Gommers L. Investigating Networks within the field of Higher Organisation Institutions. In: ; 2017.","bibtex":"@inproceedings{Jenert_Gommers _2017, title={Investigating Networks within the field of Higher Organisation Institutions}, author={Jenert, Tobias and Gommers , Luci}, year={2017} }","mla":"Jenert, Tobias, and Luci Gommers . Investigating Networks within the Field of Higher Organisation Institutions. 2017.","short":"T. Jenert, L. Gommers , in: 2017.","ieee":"T. Jenert and L. Gommers , “Investigating Networks within the field of Higher Organisation Institutions,” presented at the EARLI Biennial Conference, Tampere, 2017."},"year":"2017","extern":"1","abstract":[{"text":"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.\r\n\r\nIn 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.","lang":"eng"}],"title":"Investigating Networks within the field of Higher Organisation Institutions","user_id":"51057","author":[{"last_name":"Jenert","id":"71994","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"},{"first_name":"Luci","full_name":"Gommers , Luci","last_name":"Gommers "}],"department":[{"_id":"208"},{"_id":"282"}],"status":"public","date_created":"2018-09-18T12:19:49Z"},{"user_id":"51057","title":" Development and validation of the Reflection in Business Education Questionnaire ","abstract":[{"lang":"eng","text":"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. \r\nThus, 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. \r\nThis 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."}],"extern":"1","status":"public","date_created":"2018-09-18T12:26:19Z","author":[{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"},{"last_name":"Gommers","first_name":"Luci","full_name":"Gommers, Luci"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"last_name":"Wagner ","first_name":"Dietrich","full_name":"Wagner , Dietrich"}],"department":[{"_id":"208"},{"_id":"282"}],"_id":"4456","date_updated":"2022-01-06T07:01:05Z","conference":{"end_date":"2017-09-02","location":"Tampere","name":"EARLI Biennial Conference","start_date":"2017-08-297-08-29"},"year":"2017","type":"conference","citation":{"ieee":"T. Jenert, L. Gommers, T. Brahm, and D. Wagner , “ Development and validation of the Reflection in Business Education Questionnaire ,” presented at the EARLI Biennial Conference, Tampere, 2017.","short":"T. Jenert, L. Gommers, T. Brahm, D. Wagner , in: 2017.","bibtex":"@inproceedings{Jenert_Gommers_Brahm_Wagner _2017, title={ Development and validation of the Reflection in Business Education Questionnaire }, author={Jenert, Tobias and Gommers, Luci and Brahm, Taiga and Wagner , Dietrich}, year={2017} }","mla":"Jenert, Tobias, et al. Development and Validation of the Reflection in Business Education Questionnaire . 2017.","ama":"Jenert T, Gommers L, Brahm T, Wagner D. Development and validation of the Reflection in Business Education Questionnaire . In: ; 2017.","apa":"Jenert, T., Gommers, L., Brahm, T., & Wagner , D. (2017). Development and validation of the Reflection in Business Education Questionnaire . 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Hugo, and Marie-Ann Kückmann. “Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung.” bwp@ Berufs- und Wirtschaftspädagogik - online, no. 30, 2016, pp. 1–26.","bibtex":"@article{Kremer_Kückmann_2016, title={Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung}, number={30}, journal={bwp@ Berufs- und Wirtschaftspädagogik - online}, author={Kremer, H.-Hugo and Kückmann, Marie-Ann}, year={2016}, pages={1–26} }"},"year":"2016","page":"1-26","user_id":"44715","title":"Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung","author":[{"first_name":"H.-Hugo","full_name":"Kremer, H.-Hugo","last_name":"Kremer","id":"15280"},{"full_name":"Kückmann, Marie-Ann","first_name":"Marie-Ann","id":"25394","last_name":"Kückmann"}],"publication":"bwp@ Berufs- und Wirtschaftspädagogik - online","department":[{"_id":"211"}],"status":"public","date_created":"2018-12-17T15:07:15Z"},{"page":"459-478","type":"journal_article","year":"2016","citation":{"mla":"Brahm, Taiga, et al. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” Higher Education, vol. 73, no. 3, Springer Nature, 2016, pp. 459–78, doi:10.1007/s10734-016-0095-8.","bibtex":"@article{Brahm_Jenert_Wagner_2016, title={The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School}, volume={73}, DOI={10.1007/s10734-016-0095-8}, number={3}, journal={Higher Education}, publisher={Springer Nature}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2016}, pages={459–478} }","apa":"Brahm, T., Jenert, T., & Wagner, D. (2016). The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. Higher Education, 73(3), 459–478. https://doi.org/10.1007/s10734-016-0095-8","ama":"Brahm T, Jenert T, Wagner D. The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. Higher Education. 2016;73(3):459-478. doi:10.1007/s10734-016-0095-8","chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” Higher Education 73, no. 3 (2016): 459–78. https://doi.org/10.1007/s10734-016-0095-8.","ieee":"T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School,” Higher Education, vol. 73, no. 3, pp. 459–478, 2016.","short":"T. Brahm, T. Jenert, D. Wagner, Higher Education 73 (2016) 459–478."},"issue":"3","intvolume":" 73","_id":"4421","date_created":"2018-09-18T08:58:54Z","status":"public","volume":73,"publication":"Higher Education","keyword":["Transition to higher education","Motivation","Longitudinal study","Socio-cultural factors","Latent change model","Switzerland"],"author":[{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"last_name":"Jenert","full_name":"Jenert, Tobias","first_name":"Tobias"},{"last_name":"Wagner","first_name":"Dietrich","full_name":"Wagner, Dietrich"}],"publisher":"Springer Nature","user_id":"51057","abstract":[{"lang":"eng","text":"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."}],"extern":"1","doi":"10.1007/s10734-016-0095-8","date_updated":"2022-01-06T07:01:03Z","publication_status":"published","publication_identifier":{"issn":["0018-1560","1573-174X"]},"department":[{"_id":"208"},{"_id":"282"}],"title":"The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School"},{"department":[{"_id":"208"},{"_id":"282"}],"author":[{"last_name":"Autorengruppe","first_name":"Institut für Wirtschaftspädagogik","full_name":"Autorengruppe, Institut für Wirtschaftspädagogik"}],"date_created":"2018-09-18T11:27:39Z","status":"public","extern":"1","abstract":[{"lang":"ger","text":"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.\r\nDas Unterrichtskonzept ermöglicht das Erlernen und Trainieren von wichtigen Selbst- und Sozialkompetenzen im Schulunterricht, damit die Lernenden schwierige Herausforderungen in verschiedenen Lebensbereichen besser bewältigen können.\r\nDas 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.\r\nDie 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».\r\n\r\nZielgruppe: Das Unterrichtskonzept dient als Arbeitsinstrument für Abschlussklassen Volksschule und Brückenangebote."}],"place":"Bern","title":"Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen","user_id":"51057","citation":{"bibtex":"@book{Autorengruppe_2016, place={Bern}, title={Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen}, author={Autorengruppe, Institut für Wirtschaftspädagogik}, year={2016} }","mla":"Autorengruppe, Institut für Wirtschaftspädagogik. Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. 2016.","ama":"Autorengruppe I für W. Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. Bern; 2016.","apa":"Autorengruppe, I. für W. (2016). Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. Bern.","chicago":"Autorengruppe, Institut für Wirtschaftspädagogik. Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. Bern, 2016.","ieee":"I. für W. Autorengruppe, Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. Bern, 2016.","short":"I. für W. Autorengruppe, Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen, Bern, 2016."},"year":"2016","type":"book","date_updated":"2022-01-06T07:01:03Z","_id":"4439"},{"status":"public","date_created":"2018-09-18T12:39:35Z","author":[{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","last_name":"Jenert","id":"71994"},{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"full_name":"Gommers, Luci","first_name":"Luci","last_name":"Gommers"},{"last_name":"Kühner","first_name":"Patrizia","full_name":"Kühner, Patrizia"}],"department":[{"_id":"208"},{"_id":"282"}],"title":"A typology of students’ enculturation during the first year at University","user_id":"51057","extern":"1","abstract":[{"lang":"eng","text":"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.\r\n\r\nInterestingly, 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.\r\n"}],"type":"conference","citation":{"apa":"Jenert, T., Brahm, T., Gommers, L., & Kühner, P. (2016). A typology of students’ enculturation during the first year at University. Presented at the The Higher Education Conference 2016, Amsterdam.","ama":"Jenert T, Brahm T, Gommers L, Kühner P. A typology of students’ enculturation during the first year at University. In: ; 2016.","chicago":"Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner. “A Typology of Students’ Enculturation during the First Year at University,” 2016.","bibtex":"@inproceedings{Jenert_Brahm_Gommers_Kühner_2016, title={A typology of students’ enculturation during the first year at University}, author={Jenert, Tobias and Brahm, Taiga and Gommers, Luci and Kühner, Patrizia}, year={2016} }","mla":"Jenert, Tobias, et al. A Typology of Students’ Enculturation during the First Year at University. 2016.","short":"T. Jenert, T. Brahm, L. Gommers, P. Kühner, in: 2016.","ieee":"T. Jenert, T. Brahm, L. Gommers, and P. Kühner, “A typology of students’ enculturation during the first year at University,” presented at the The Higher Education Conference 2016, Amsterdam, 2016."},"year":"2016","_id":"4460","date_updated":"2022-01-06T07:01:05Z","conference":{"end_date":"2016-07-15","location":"Amsterdam","name":"The Higher Education Conference 2016","start_date":"2016-07-13"}},{"citation":{"bibtex":"@inproceedings{Winkler_Fust_Jenert_2016, title={Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective}, number={1}, booktitle={Academy of Management Proceedings}, author={Winkler, Christoph and Fust, Alexander and Jenert, Tobias}, year={2016}, pages={12056} }","mla":"Winkler, Christoph, et al. “Differentiating Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.” Academy of Management Proceedings, no. 1, 2016, p. 12056.","chicago":"Winkler, Christoph, Alexander Fust, and Tobias Jenert. “Differentiating Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.” In Academy of Management Proceedings, 12056, 2016.","apa":"Winkler, C., Fust, A., & Jenert, T. (2016). Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective. In Academy of Management Proceedings (p. 12056). Anaheim, CA.","ama":"Winkler C, Fust A, Jenert T. Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective. In: Academy of Management Proceedings. ; 2016:12056.","ieee":"C. Winkler, A. Fust, and T. Jenert, “Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective,” in Academy of Management Proceedings, Anaheim, CA, 2016, no. 1, p. 12056.","short":"C. Winkler, A. Fust, T. Jenert, in: Academy of Management Proceedings, 2016, p. 12056."},"type":"conference","year":"2016","page":"12056","issue":"1","date_updated":"2022-01-06T07:01:05Z","_id":"4461","conference":{"location":"Anaheim, CA","name":"76th Academy of Management Annual Meeting (AOM) 2016 \"Making Organizations Meaningful\"","start_date":"2016-08-05","end_date":"2016-08-09"},"status":"public","date_created":"2018-09-18T12:42:30Z","alternative_title":["Academy of Management Annual Meeting Proceedings"],"author":[{"first_name":"Christoph","full_name":"Winkler, Christoph","last_name":"Winkler"},{"full_name":"Fust, Alexander","first_name":"Alexander","last_name":"Fust"},{"last_name":"Jenert","id":"71994","first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646"}],"department":[{"_id":"208"},{"_id":"282"}],"publication":"Academy of Management Proceedings","user_id":"51057","title":"Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective","abstract":[{"lang":"eng","text":"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."}],"extern":"1"},{"extern":"1","user_id":"51057","title":"Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern","department":[{"_id":"208"},{"_id":"282"}],"author":[{"last_name":"Dilger","first_name":"Bernadette","full_name":"Dilger, Bernadette"},{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"},{"first_name":"Peter F. E.","full_name":"Sloane, Peter F. E.","last_name":"Sloane","id":"503"}],"date_created":"2018-09-18T12:49:32Z","status":"public","conference":{"end_date":"2016-09-23","name":"45. Jahrestagung der DGHD","start_date":"2016-09-21","location":"Bochum"},"_id":"4462","date_updated":"2022-01-06T07:01:05Z","citation":{"ama":"Dilger B, Jenert T, Sloane PFE. Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern. In: ; 2016.","apa":"Dilger, B., Jenert, T., & Sloane, P. F. E. (2016). Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern. Presented at the 45. Jahrestagung der DGHD, Bochum.","chicago":"Dilger, Bernadette, Tobias Jenert, and Peter F. E. Sloane. “Studienprogramm-Entwicklung in Unterschiedlichen Spannungsfeldern,” 2016.","bibtex":"@inproceedings{Dilger_Jenert_Sloane_2016, title={Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern}, author={Dilger, Bernadette and Jenert, Tobias and Sloane, Peter F. E.}, year={2016} }","mla":"Dilger, Bernadette, et al. Studienprogramm-Entwicklung in Unterschiedlichen Spannungsfeldern. 2016.","short":"B. Dilger, T. Jenert, P.F.E. Sloane, in: 2016.","ieee":"B. Dilger, T. Jenert, and P. F. E. Sloane, “Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern,” presented at the 45. Jahrestagung der DGHD, Bochum, 2016."},"type":"conference","year":"2016"},{"date_updated":"2022-01-06T07:01:07Z","_id":"4507","language":[{"iso":"ger"}],"type":"book_chapter","citation":{"ieee":"T. Jenert, “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung,” in Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, T. Jenert , T. Brahm, and D. Euler , Eds. Wiesbaden: Springer Verlag , 2016, pp. 26–29.","short":"T. Jenert, in: T. Jenert , T. Brahm, D. Euler (Eds.), Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, Springer Verlag , Wiesbaden, 2016, pp. 26–29.","bibtex":"@inbook{Jenert_2016, place={Wiesbaden}, title={Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung}, booktitle={Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung}, publisher={Springer Verlag }, author={Jenert, Tobias}, editor={Jenert , Tobias and Brahm, Taiga and Euler , DieterEditors}, year={2016}, pages={26–29} }","mla":"Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung.” Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, edited by Tobias Jenert et al., Springer Verlag , 2016, pp. 26–29.","ama":"Jenert T. Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung. In: Jenert T, Brahm T, Euler D, eds. Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung. Wiesbaden: Springer Verlag ; 2016:26-29.","apa":"Jenert, T. (2016). Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung. In T. Jenert , T. Brahm, & D. Euler (Eds.), Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung (pp. 26–29). Wiesbaden: Springer Verlag .","chicago":"Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung.” In Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, edited by Tobias Jenert , Taiga Brahm, and Dieter Euler , 26–29. Wiesbaden: Springer Verlag , 2016."},"year":"2016","page":"26-29 ","place":"Wiesbaden","extern":"1","user_id":"51057","title":"Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung","author":[{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","last_name":"Jenert","id":"71994"}],"publisher":"Springer Verlag ","department":[{"_id":"208"},{"_id":"282"}],"publication":"Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung","status":"public","date_created":"2018-09-19T11:32:57Z","editor":[{"full_name":"Jenert , Tobias","first_name":"Tobias","last_name":"Jenert "},{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"last_name":"Euler ","first_name":"Dieter","full_name":"Euler , Dieter"}],"publication_identifier":{"isbn":["978-3-658-12067-2"]}},{"status":"public","date_created":"2018-09-20T09:17:23Z","author":[{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","id":"71994","last_name":"Jenert"}],"department":[{"_id":"208"},{"_id":"282"}],"publication":" Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.","title":"Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung","user_id":"51057","extern":"1","type":"conference","year":"2016","citation":{"mla":"Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich., 2016.","bibtex":"@inproceedings{Jenert_2016, title={Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung}, booktitle={ Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.}, author={Jenert, Tobias}, year={2016} }","apa":"Jenert, T. (2016). Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung. In Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich. Linz.","ama":"Jenert T. Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung. In: Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich. ; 2016.","chicago":"Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” In Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich., 2016.","ieee":"T. Jenert, “Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung,” in Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich., Linz, 2016.","short":"T. Jenert, in: Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich., 2016."},"date_updated":"2022-01-06T07:01:09Z","_id":"4533","conference":{"location":"Linz"}},{"editor":[{"full_name":"Beutner, Marc","first_name":"Marc","last_name":"Beutner"}],"status":"public","date_created":"2019-04-12T08:38:16Z","author":[{"last_name":"Beutner","id":"21118","first_name":"Marc","full_name":"Beutner, Marc"},{"first_name":"J","full_name":"Schneider, J","last_name":"Schneider"}],"publication":"Sounds and Audios in E-learning scenarios. Results and Discussions on the basic of the SEEL project","department":[{"_id":"211"}],"title":"The Project SEEL – Basic information about the context","user_id":"66030","place":"Köln","type":"book_chapter","year":"2016","citation":{"ama":"Beutner M, Schneider J. The Project SEEL – Basic information about the context. In: Beutner M, ed. Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basic of the SEEL Project. Köln; 2016:10-19.","apa":"Beutner, M., & Schneider, J. (2016). The Project SEEL – Basic information about the context. In M. Beutner (Ed.), Sounds and Audios in E-learning scenarios. Results and Discussions on the basic of the SEEL project (pp. 10–19). Köln.","chicago":"Beutner, Marc, and J Schneider. “The Project SEEL – Basic Information about the Context.” In Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basic of the SEEL Project, edited by Marc Beutner, 10–19. Köln, 2016.","mla":"Beutner, Marc, and J. Schneider. “The Project SEEL – Basic Information about the Context.” Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basic of the SEEL Project, edited by Marc Beutner, 2016, pp. 10–19.","bibtex":"@inbook{Beutner_Schneider_2016, place={Köln}, title={The Project SEEL – Basic information about the context}, booktitle={Sounds and Audios in E-learning scenarios. Results and Discussions on the basic of the SEEL project}, author={Beutner, Marc and Schneider, J}, editor={Beutner, MarcEditor}, year={2016}, pages={10–19} }","short":"M. Beutner, J. Schneider, in: M. Beutner (Ed.), Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basic of the SEEL Project, Köln, 2016, pp. 10–19.","ieee":"M. Beutner and J. Schneider, “The Project SEEL – Basic information about the context,” in Sounds and Audios in E-learning scenarios. Results and Discussions on the basic of the SEEL project, M. Beutner, Ed. 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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.\r\n\r\nVon 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.","lang":"eng"}],"place":"Detmold","language":[{"iso":"eng"}],"page":"106","type":"book","citation":{"apa":"Euler, D., Sloane, P. F. E., Fäckeler, S., Jenert, T. J., Losch, S., Meier, C., Meier, K., Rüschen, E., & Schröder, H. (2016). Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen. EUSL.","ama":"Euler D, Sloane PFE, Fäckeler S, et al. Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen. EUSL; 2016.","chicago":"Euler, Dieter, Peter F. E. Sloane, Sina Fäckeler, Tobias Johannes Jenert, Simone Losch, Christoph Meier, Karin Meier, Eva Rüschen, and Helmut Schröder. Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen. Detmold: EUSL, 2016.","mla":"Euler, Dieter, et al. Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen. EUSL, 2016.","bibtex":"@book{Euler_Sloane_Fäckeler_Jenert_Losch_Meier_Meier_Rüschen_Schröder_2016, place={Detmold}, title={Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen}, publisher={EUSL}, 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}, year={2016} }","short":"D. Euler, P.F.E. Sloane, S. Fäckeler, T.J. Jenert, S. Losch, C. Meier, K. Meier, E. Rüschen, H. Schröder, Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen, EUSL, Detmold, 2016.","ieee":"D. Euler et al., Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen. 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Results and Discussions on the Basis of the SEEL Project, edited by Marc Beutner, 2016, pp. 10–19.","chicago":"Beutner, Marc, and Jennifer Nicole Schneider. “The Project SEEL – Basic Information about the Context.” In Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basis of the SEEL Project, edited by Marc Beutner, 10–19. Köln, 2016.","apa":"Beutner, M., & Schneider, J. N. (2016). The Project SEEL – Basic information about the context. In M. Beutner (Ed.), Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project (pp. 10–19).","ama":"Beutner M, Schneider JN. The Project SEEL – Basic information about the context. In: Beutner M, ed. Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basis of the SEEL Project. ; 2016:10-19.","ieee":"M. Beutner and J. N. Schneider, “The Project SEEL – Basic information about the context,” in Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project, M. Beutner, Ed. Köln, 2016, pp. 10–19.","short":"M. Beutner, J.N. Schneider, in: M. Beutner (Ed.), Sounds and Audios in E-Learning Scenarios. Results and Discussions on the Basis of the SEEL Project, Köln, 2016, pp. 10–19."},"year":"2016","page":"10 - 19"}]