@inproceedings{4532, author = {{Jenert, Tobias}}, location = {{Göttingen}}, title = {{{,, Die Hochschule ist wie ein Tanker'': Überlegungen zu Möglichkeiten und Grenzen von Lehrinnovationen an Universitäten}}}, year = {{2018}}, } @inproceedings{4537, author = {{Jenert, Tobias and Brahm, Taiga}}, location = {{Chicago}}, title = {{{Developing Undergraduate Management Students‘ Reflection Capabilities, Academy of Management Proceedings}}}, year = {{2018}}, } @inproceedings{4538, author = {{Jenert, Tobias and Brahm, Taiga}}, location = {{Gießen}}, title = {{{The Role of Diversity for the Transition to Higher Education}}}, year = {{2018}}, } @inproceedings{4539, author = {{Jenert, Tobias}}, location = {{Wien}}, title = {{{‘Messy data, messy research?! ’Using Mixed Methods to support educational design decisions in Higher Education}}}, year = {{2018}}, } @inproceedings{4540, author = {{Jenert, Tobias}}, title = {{{Fostering Educational Innovators ‘Networks in Higher Education}}}, year = {{2018}}, } @inbook{4541, author = {{Jenert, Tobias and Gommers, Luci}}, booktitle = {{Blickpunkt Hochschuldidaktik}}, title = {{{Ziele und Möglichkeiten der Weiterbildung pädagogischer Hochschulentwickler*innen am Beispiel ‚Lehren‘}}}, year = {{2018}}, } @article{8521, author = {{Euler, Dieter and Sloane, Peter F. E. and Collenberg, Michèle and Daniel, D. and Jansen, E.A. and Jenert, Tobias and Meier, Karin and Menke, I. and Schröder, Helmut}}, journal = {{Wirtschaftspädagogisches Forum}}, publisher = {{Eusl Verlag}}, title = {{{Erfahrungen im Aufbau von Transferagenturen zur Förderung eines datenbasierten kommunalen Bildungsmanagements.}}}, volume = {{62}}, year = {{2018}}, } @misc{8522, author = {{Jenert, Tobias}}, title = {{{Motivation und Emotionen in der Studieneingangsphase. }}}, year = {{2018}}, } @article{4420, abstract = {{Students' experiences of their first year of studying are of prime importance for their further development in Higher Education (HE). Consequently, the first year and the related phenomena of student performance, retention, and dropout have been extensively studied. Research shows that during the first year, the individual student's ability or failure to adapt to the new socio-cultural environment influences his/her academic success. Yet, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. Applying a socio-cultural approach, our qualitative interview study followed 14 university students through their first year, investigating why some students experience an easier transition into HE compared to others. Our research results in a typology of four transition types characterized by their orientation towards the socio-cultural context of studying.}}, author = {{Jenert, Tobias and Brahm, Taiga and Gommers, Luci and Kühner , Patrizia}}, journal = {{Learning, Culture and Social Interaction}}, keywords = {{Student transition, Enculturation, Dropout, Retention}}, number = {{87-99}}, pages = {{87--99}}, publisher = {{Elsevier}}, title = {{{How do they find their place? A typology of students' enculturation during the first year at a business school}}}, volume = {{12}}, year = {{2017}}, } @inproceedings{4454, abstract = {{ Educational research is often conducted in practical contexts such as schools or higher education institutions and aims to contribute to the development of instructional designs or programs. Consequently, there have been repeated attempts to methodologically integrate the design aspect into educational research leading to concepts such as design-based research. Ideally, design decisions are based on clear evidence, obtained through an analysis of data gathered from the intervention. In actual projects, however, design decisions often have to be taken based on data that is incomplete, ambiguous or not meeting established scientific quality standards. We illustrate and discuss examples of an actual design research project where design decisions had to be taken in such ‘bad data’ contexts. Examples include different mixed methods configurations that helped to increase the interpretability and practical significance of the data. We will discuss methodological variants of ‘mixing’ and triangulation such as combining quantitative and qualitative data or applying different analyses on a dataset. In addition, we discuss limitations regarding the consistency between data, design decisions, and resulting effects}}, author = {{Jenert, Tobias}}, location = {{Tampere}}, title = {{{Using mixed methods to support educational design decisions in ‘bad data’contexts}}}, year = {{2017}}, }