@inproceedings{52866, author = {{Sloane, Hannah Sabrina and Schmöckel, Sabrina}}, location = {{Belfast}}, title = {{{Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration)}}}, year = {{2023}}, } @inproceedings{52864, author = {{Sloane, Hannah Sabrina and Heidebrecht, Jana}}, location = {{TH Köln}}, title = {{{Entwurfsmuster: Fachsensible wissenschaftliche Begleitung}}}, year = {{2023}}, } @article{47627, abstract = {{In Germany, dual learning programmes are increasingly offered by higher education institutions. These programmes’ main characteristic and greatest challenge is their integration of academic and vocational learning. So far, this challenge has frequently been stated without specifying its exact nature and consequences for learners. The present study addresses this pedagogical research gap and examines the extent of variation in the degree of integration among dual study programmes. With reference to curriculum theory, the study develops an empirical typology of curricular integration in dual programmes. The data sample consists of 152 programmes at (dual) universities and universities of applied sciences. Data is analysed using hierarchical cluster analysis. Results indicate that the currently prevailing forms of curricular integration should best be differentiated according to five types. The five overlapping types of integration are located on a continuum ranging from parallelism through organisational linking to full curricular integration targeted immediately at students’ personal integration. The analysis confirms that there are problems with complying with integration standards set on the policy level. Above all, the study offers new insights on what marks the diverse integration landscape of dual study programmes. It proves that approaches to integration are more differentiated than previous research has shown.}}, author = {{Mordhorst, Lisa and Jenert, Tobias}}, issn = {{0018-1560}}, journal = {{Higher Education}}, keywords = {{Dual study programmes · Curricular integration · Curriculum theory · Empirical typology · Cluster analysis · Germany}}, number = {{6}}, pages = {{1257--1279}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany}}}, doi = {{10.1007/s10734-022-00889-7}}, volume = {{85}}, year = {{2022}}, } @inproceedings{8520, author = {{Jenert, Tobias}}, location = {{Gießen }}, title = {{{Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender}}}, year = {{2019}}, } @inproceedings{8519, author = {{Jenert, Tobias and Brahm , Taiga}}, location = {{Aachen}}, title = {{{Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline}}}, year = {{2019}}, } @book{4441, abstract = {{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.}}, author = {{Jenert, Tobias and Reinmann, Gabi and Schmohl, Tobias}}, title = {{{Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik}}}, year = {{2018}}, } @inproceedings{4453, abstract = {{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.}}, author = {{Jenert, Tobias and Wagner, Dietrich and Gommers, Luci and Brahm, Taiga}}, booktitle = {{Academy of Management Proceedings}}, number = {{1}}, pages = {{10602}}, title = {{{Developing Undergraduate Management Students ‘Reflection Capabilities'}}}, year = {{2018}}, } @inbook{4500, abstract = {{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.}}, author = {{Jenert, Tobias}}, booktitle = {{Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik}}, isbn = {{978-3-658-20308-5}}, pages = {{149--166}}, publisher = {{Springer Verlag}}, title = {{{,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung}}}, year = {{2018}}, } @inbook{4505, author = {{Jenert, Tobias and Barnat, M. and Salden, P. and Dilger, B.}}, booktitle = {{Blickpunkt Hochschuldidaktik}}, pages = {{149--164}}, publisher = {{Bertelsmann }}, title = {{{Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen}}}, year = {{2018}}, } @inbook{4506, author = {{Jenert, Tobias}}, booktitle = {{Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre}}, editor = {{Dreifürst, Stephanie and Liebetanz, Franziska and Voigt, Anja}}, isbn = {{978-3-7639-5806-1}}, pages = {{26--29}}, publisher = {{WBV}}, title = {{{Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. }}}, volume = {{3}}, year = {{2018}}, } @misc{4531, author = {{Jenert, Tobias}}, booktitle = {{Deutsche Universitätszeitschrift 06/2018}}, pages = {{16 -- 17}}, title = {{{Gemeinsam für mehr Wirkung: Warum lehrbezogene lokale Netzwerke ein Ansatz sein können, die Hochschullehre nachhaltig voranzubringen}}}, year = {{2018}}, } @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{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}}, } @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{4419, abstract = {{Research on entrepreneurial learning highlights the importance of experience and prior knowledge to entrepreneurial success. However, a conundrum remains and we are still seeking answers as to why some novice entrepreneurs learn successfully from their experiences and succeed, while some experienced entrepreneurs fail with their ventures. In order to advance the discussion about the role of experience during entrepreneurial learning, our critical reflection aims to (1) highlight some of the shortcomings of experiential learning theory (ELT) and (2) illustrate how alternative theoretical perspectives have the potential to advance our conceptual understanding of entrepreneurial learning processes. We argue for an explanation of entrepreneurial learning as a dynamic and self-regulated process that relies on planning, monitoring, and self-reflection.}}, author = {{Fust, Alexander Paul and Jenert, Tobias and Winkler, Christoph}}, journal = {{Entrepreneurship Research Journal}}, keywords = {{entrepreneurial learning, experiential learning, self-regulated learning}}, number = {{2}}, pages = {{1--11}}, publisher = {{de @Gruyter}}, title = {{{Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes}}}, volume = {{8}}, 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}}, } @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}}, } @inproceedings{4538, author = {{Jenert, Tobias and Brahm, Taiga}}, location = {{Gießen}}, title = {{{The Role of Diversity for the Transition to Higher Education}}}, year = {{2018}}, }