TY - CONF AB - 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. AU - Jenert, Tobias AU - Gommers , Luci ID - 4455 TI - Investigating Networks within the field of Higher Organisation Institutions ER - TY - CONF AB - 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. AU - Jenert, Tobias AU - Gommers, Luci AU - Brahm, Taiga AU - Wagner , Dietrich ID - 4456 TI - Development and validation of the Reflection in Business Education Questionnaire ER - TY - CONF AU - Wagner, Dietrich AU - Jenert, Tobias AU - Brahm, Taiga AU - Gommers, Luci ID - 4457 TI - Educating reflective managers: Why everybody wants and nobody likes it ER - TY - CONF AU - Jenert, Tobias AU - Brahm, Taiga AU - Gommers , Luci ID - 4458 TI - Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung ER - TY - CONF AU - Jenert, Tobias AU - Brahm, Taiga AU - Wagner, Dietrich ID - 4459 TI - Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. ER - TY - CONF AU - Jenert, Tobias AU - Barnat, M. AU - Salden, P. AU - Dilger, B. ID - 4503 T2 - Tagungsband DGHD Tagung 2017 TI - Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen ER - TY - CHAP AU - Frehe, Petra AU - Kremer, H.-Hugo ED - Veber, M. ED - Benölken, R. ED - Pfitzner, M. ID - 7454 T2 - Potenzialorientierte Förderung in den Fachdidakten TI - Inklusive Bildung zwischen Beruflichkeit und Subjektorientierung - Eine Analyse ausbildungsvorbereitender Bildungsgänge ER - TY - JOUR AU - Beutner, Marc AU - Rüscher, Frederike Anna ID - 8877 JF - Proceedings of the 13th International Conference Mobile Learning 2017 TI - Acceptance of Mobile Learning at SMEs of the Service Sector ER - TY - JOUR AU - Beutner, Marc AU - Rüscher, Frederike Anna ID - 8878 JF - Kölner Zeitschrift für Wirtschaft und Pädagogik TI - Die Unterstützung von Entrepreneurship im Kultur- und Kreativsektor durch Berufsbildung ER - TY - JOUR AU - Beutner, Marc AU - Rüscher, Frederike Anna ID - 8879 JF - Kölner Zeitschrift für Wirtschaft und Pädagogik TI - Green Economy und Green Entrepreneurship fördern – GET-UP Ergebnisse ER -