TY - CHAP AU - Kremer, H.-Hugo ED - Wang, J. ED - Feng, X. ED - Rützel, J. ID - 5806 SN - 9787560868509 T2 - Berufsschullehrerbildung in der Volksrepublik China und in der Bundesrepublik Deutschland. Professionalisierung - Kompetenzen - Herausforderungen TI - Praxisphasen als Studienelement. Professionalisierung durch Forschendes Lernen ER - TY - CHAP AU - Kremer, H.-Hugo ED - Natale, S. ED - Libertella, A. ID - 5807 T2 - Wealth Equity Dynamics: Economics and Education Challenges TI - Teaching under and in inequality in German Vocational Schools ER - TY - JOUR AU - Kremer, H.-Hugo AU - Kundisch, Heike ID - 5808 IS - 31 JF - bwp@ Berufs- und Wirtschaftspädagogik - online TI - Steuerung aus der Mitte: Relevanz und Methoden einer Rollenschärfung des mittleren Managements am Berufskolleg ER - TY - CHAP AU - Kremer, H.-Hugo AU - Weyland, U. ED - Schüssler, R. ED - Schöning, A. ED - Schwier, V. ED - Schicht, S. ED - Gold, J. ED - Weyland, U. ID - 5810 T2 - Forschendes Lernen im Praxissemester. Zugänge, Konzepte, Erfahrungen TI - Praxissemester in berufs- und wirtschaftspädagogischen Studiengängen ER - TY - BOOK AU - Kundisch, Heike AU - Kremer, H.-Hugo ID - 5811 TI - Mittlere Leitungsebene an Berufskollegs. Eine kollegiale Weiterbildung zur Rollenschärfung in Auseinandersetzung mit Handlungsfeldern der Bildungsarbeit ER - TY - JOUR AU - Tramm, T. AU - Kremer, H.-Hugo AU - Reinmann, G. ID - 5975 IS - 30 JF - bwp@ Berufs- und Wirtschaftspädagogik - online TI - Entwicklungsbezogene Praxisforschung ER - TY - BOOK AU - Kückmann, Marie-Ann AU - Kremer, H.-Hugo ID - 5978 TI - Innovationsarena 3i: Handreichung zur multiprofessionellen Teamarbeit (mpT) in der Ausbildungsvorbereitung am Berufskolleg ER - TY - CHAP AU - Kremer, H.-Hugo AU - Beutner, Marc ED - Schweder, M. ID - 6240 SN - 9783779934523 T2 - Jugendstrafvollzug - (k)ein Ort der Bildung!? TI - "Der Unterschied ist, die hat man erwischt" - Berufliche Bildung im Jugendstrafvollzug ER - TY - JOUR AB - 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. AU - Jenert, Tobias AU - Brahm, Taiga AU - Gommers, Luci AU - Kühner , Patrizia ID - 4420 IS - 87-99 JF - Learning, Culture and Social Interaction KW - Student transition KW - Enculturation KW - Dropout KW - Retention TI - How do they find their place? A typology of students' enculturation during the first year at a business school VL - 12 ER - TY - CONF AB - 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 AU - Jenert, Tobias ID - 4454 TI - Using mixed methods to support educational design decisions in ‘bad data’contexts ER - 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 - TY - JOUR AU - Beutner, Marc AU - Eggert, Denise AU - Rüscher, Frederike Anna ID - 8881 JF - Hochschultage 2017 TI - YES – Ein Online Gruppen-Deck-Card-Game zu European Citizenship ER - TY - JOUR AU - Beutner, Marc ID - 8882 JF - Hochschultage 2017 TI - Aktive Feedbacklösungen im Unterricht: Das Class-Room-Response-System PINGO ER - TY - JOUR AU - Beutner, Marc AU - Zoyke, A AU - Herrmann, P AU - Kundisch, Dennis AU - Magenheim, J AU - Neugebauer, J ID - 8883 IS - 1+2 JF - Das Hochschulwesen TI - Webbasierte Classroom Response Systeme in der Hochschullehre – Eine designbasierte Fallstudie zur Unterstützung von Lehr-/Lernprozessen aus Studierendensicht VL - 65 ER - TY - JOUR AU - Kremer, H.-Hugo AU - Frehe, Petra AU - Kückmann, Marie-Ann AU - Kundisch, Heike ID - 6489 IS - 33 JF - bwp@ Berufs- und Wirtschaftspädagogik - online TI - Forschung in Innovationsarenen - Formate und Reflexionen einer gestaltungsorientierten Berufsbildungsforschung ER - TY - JOUR AU - Kremer, H.-Hugo AU - Frehe, Petra ID - 6491 IS - 166 JF - Berufsbildung SN - 00059536 TI - Qualifizierungsbausteine in ausbildungsvorbereitenden Bildungsgängen am Berufskolleg ER - TY - CHAP AU - Frehe, Petra AU - Kremer, H.-Hugo ED - Wang, J. ED - Feng, X. ED - Rützel, J. ID - 6493 SN - 9787560868509 T2 - Berufsschullehrerbildung in der Volksrepublik China und in der Bundesrepublik Deutschland. Professionalisierung - Kompetenzen - Herausforderungen TI - Internationale Förderklassen an Berufskollegs. Ein ausbildungsvorbereitendes Anegbot!? ER - TY - CHAP AU - Kremer, H.-Hugo AU - Frehe, Petra ED - Fischer, A. ED - Hahn, G. ID - 6496 T2 - Berufsbildung für eine nachhaltige Entwicklung auf dem Weg in den (Unterrichts-)Alltag: Wie können Vernetzungsaktivitäten die Implementation unterstützen? TI - Berufskollegübergreifende Entwicklungsverbünde - Innovationen für eine nachhaltige Bildungsarbeit vor Ort ER - TY - JOUR AU - Schlömer, Tobias AU - Becker, Clarissa AU - Jahnke, Heike AU - Kiepe, Karina AU - Wicke, Carolin AU - Renmann, Karin ID - 50997 JF - bwp@ Berufs- und Wirtschaftspädagogik – online TI - Geschäftsmodell und Kompetenzentwicklung für nachhaltiges Wirtschaften: Ein partizipativer Modellansatz des betrieblichen Ausbildens VL - 32 ER - TY - CHAP AU - Beutner, Marc AU - Schneider, J ED - Beutner, Marc ID - 9251 T2 - OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project TI - The Importance of OER in European Education ER - TY - CHAP AU - Beutner, Marc AU - Schneider, J ED - Beutner, Marc ID - 9252 T2 - OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project TI - The EU-StORe Project ER - TY - CHAP AU - Beutner, Marc AU - Schneider, J ED - Beutner, Marc ID - 9253 T2 - OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project TI - The OER Quality Standards ER - TY - CHAP AU - Beutner, Marc AU - Duse, C AU - Pechuel, R AU - Schneider, J ED - Beutner, Marc ID - 9254 T2 - OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project TI - Insights in the OER Rating – Database – Structures, Advantages and Challanges ER - TY - CHAP AU - Beutner, Marc AU - Schneider, J ED - Beutner, Marc ID - 9255 T2 - OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project TI - Use and Implementation of OERs in Germany ER - TY - CHAP AU - Beutner, Marc AU - Schneider, J ED - Beutner, Marc ID - 9256 T2 - OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project TI - Evaluation Results concerning OER and the EU-StORe Project ER - TY - BOOK ED - Beutner, Marc ID - 9257 TI - OER – Quality Standards, Implementation, Sharing and Use. Results and Discussions on the basis of EU-StORe project ER - TY - BOOK ED - Beutner, Marc ID - 9258 TI - Innovative Ansätze zum Serious Mobile Learning für Aus- und Weiterbildung ER - TY - BOOK ED - Beutner, Marc ID - 9259 TI - Sounds and Audios in E-learning scenarios. Results and Discussions on the basis of the SEEL project ER - TY - BOOK AU - Beutner, Marc ID - 9271 SN - 978-3-946826-51-4 TI - Innovatives Micro-Learning im Handwerk – Konzeption auf Basis der Struktur der OPALESCE Learning Units sowie handwerksbezogene Umsetzungsbeispiele aus dem Bereich Rechnungswesen ER - TY - BOOK AU - Beutner, Marc AU - Schneider, J ID - 9273 TI - SEEL – Expertenhandbuch. SEEL – Handbook for experts ER - TY - CHAP AU - Kremer, H.-Hugo ED - Bylinski, U. ED - Rützel, J. ID - 6241 T2 - Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung TI - Überlegungen zur Inklusion an Berufskollegs - Widerspruch, Anspruch und Herausforderung ER - TY - JOUR AU - Kremer, H.-Hugo AU - Büchter, K. AU - Buchmann, U. ID - 6243 IS - 30 JF - bwp@ Berufs- und Wirtschaftspädagogik - online TI - EDITORIAL zur Ausgabe 30: Inklusion in der beruflichen Bildung ER - TY - JOUR AU - Kremer, H.-Hugo AU - Kückmann, Marie-Ann ID - 6244 IS - 30 JF - bwp@ Berufs- und Wirtschaftspädagogik - online TI - Multiprofessionelle Teamarbeit oder multiprofessionelle Akteure: Studie zur inklusiven Bildungsgangarbeit in der Ausbildungsvorbereitung ER - TY - JOUR AB - 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. AU - Brahm, Taiga AU - Jenert, Tobias AU - Wagner, Dietrich ID - 4421 IS - 3 JF - Higher Education KW - Transition to higher education KW - Motivation KW - Longitudinal study KW - Socio-cultural factors KW - Latent change model KW - Switzerland SN - 0018-1560 TI - The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School VL - 73 ER - TY - BOOK AB - Jugendliche im Übergang von Schule zu Ausbildung befinden sich in einer Phase der Suche und Entwicklung ihrer eigenen Identität. Aus diesem Grund sollte die Schule nicht nur fachliche Kompetenzen vermitteln, sondern auch das Ziel einer Persönlichkeitsförderung der Schülerinnen und Schüler verfolgen. Das Unterrichtskonzept ermöglicht das Erlernen und Trainieren von wichtigen Selbst- und Sozialkompetenzen im Schulunterricht, damit die Lernenden schwierige Herausforderungen in verschiedenen Lebensbereichen besser bewältigen können. Das Unterrichtskonzept besteht aus verschiedenen Modulen, welche detailliert beschrieben sind und zahlreiche Übungen beinhalten. Die vorgeschlagene Verlaufsplanung kann individuell auf die jeweiligen Lernvoraussetzungen und Rahmenbedingungen des Unterrichts angepasst werden. Die Unterrichtsreihe «Persönlichkeitsförderung im Schulunterricht» wurde in Zusammenarbeit zwischen dem Institut für Wirtschaftspädagogik der Universität St. Gallen und vier Schulen des Kantons St. Gallen entwickelt und erprobt. Sie umfasst drei Bände: Band I «Realistische Ursachenzuschreibungen», Band II «Kommunikation in Konfliktsituationen» und Band III «Selbstwirksamkeit». Zielgruppe: Das Unterrichtskonzept dient als Arbeitsinstrument für Abschlussklassen Volksschule und Brückenangebote. AU - Autorengruppe, Institut für Wirtschaftspädagogik ID - 4439 TI - Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen ER - TY - CONF AB - The first year of studying has been extensively researched in order to better understand the transition into Higher Education (HE) as well as the phenomena of student performance, retention, and drop out. Although research points to the importance of the socio-cultural dimension of first-year experiences, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. To address this research gap, an interview study was conducted with 15 first-year university students. The analysis revealed distinctive transition processes into HE that were developed into a typology with four transition types. Interestingly, students who tended to be more critically reflective about their studies were in danger of having a rougher transition than less critically reflective counterparts. For the former, it is essential to develop social relationships that tie them to their studies while the latter manage study-related challenges by simply working through them. AU - Jenert, Tobias AU - Brahm, Taiga AU - Gommers, Luci AU - Kühner, Patrizia ID - 4460 TI - A typology of students’ enculturation during the first year at University ER - TY - CONF AB - 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. AU - Winkler, Christoph AU - Fust, Alexander AU - Jenert, Tobias ID - 4461 IS - 1 T2 - Academy of Management Proceedings TI - Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective ER - TY - CONF AU - Dilger, Bernadette AU - Jenert, Tobias AU - Sloane, Peter F. E. ID - 4462 TI - Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern ER - TY - CHAP AU - Jenert, Tobias ED - Jenert , Tobias ED - Brahm, Taiga ED - Euler , Dieter ID - 4507 SN - 978-3-658-12067-2 T2 - Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung TI - Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung ER - TY - CONF AU - Jenert, Tobias ID - 4533 T2 - Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich. TI - Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung ER - TY - CHAP AU - Beutner, Marc AU - Schneider, J ED - Beutner, Marc ID - 8885 T2 - Sounds and Audios in E-learning scenarios. Results and Discussions on the basic of the SEEL project TI - The Project SEEL – Basic information about the context ER -