[{"department":[{"_id":"208"},{"_id":"282"}],"keyword":["Quantitative methods","Self-efficacy","Higher education","Motivation and Emotion"],"author":[{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"full_name":"Wagner, Dietrich","first_name":"Dietrich","last_name":"Wagner"},{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","id":"71994","last_name":"Jenert"}],"date_created":"2018-09-18T12:56:31Z","status":"public","extern":"1","abstract":[{"text":"A highly selective first study phase in many Swiss study programs leads to a rather competitive climate among students. However, the atmosphere at the university is an important factor for students' transition into Higher Education. An important question in this context is whether students' are equipped with different dispositions influencing how they cope with this transition. Other research has already shown that different groups of students can be identified regarding their student behavior. Yet, so far little is known about patterns of variables characterizing students, transitioning successfully. The paper takes advantage of a person-centered approach, i.e. the latent-class analysis, which makes it possible to identify groups of individuals, sharing common attributes. The research was conducted as a longitudinal study during their first year at a Swiss university. The return rate was about 67%, with 820 utilizable questionnaires at t1. Based on the analysis of students' anxiety, intrinsic motivation and self-efficacy, three distinct classes of students could be identified. The first class can be called the \"highly motivated and self-confident\" students. The second class is characterized by the same pattern, however, on a more intermediate level and the last class can be described as the \"least motivated and most anxious\" group of students. This study contributes to research and theory on students' transition into higher education and could be a first hint that students' experiences of this transition can vary substantially.","lang":"eng"}],"title":"A person-centred approach to students' transition into Higher Education","user_id":"51057","year":"2015","citation":{"ama":"Brahm T, Wagner D, Jenert T. A person-centred approach to students’ transition into Higher Education. In: ; 2015.","apa":"Brahm, T., Wagner, D., & Jenert, T. (2015). A person-centred approach to students’ transition into Higher Education. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.","chicago":"Brahm, Taiga, Dietrich Wagner, and Tobias Jenert. “A Person-Centred Approach to Students’ Transition into Higher Education,” 2015.","mla":"Brahm, Taiga, et al. A Person-Centred Approach to Students’ Transition into Higher Education. 2015.","bibtex":"@inproceedings{Brahm_Wagner_Jenert_2015, title={A person-centred approach to students’ transition into Higher Education}, author={Brahm, Taiga and Wagner, Dietrich and Jenert, Tobias}, year={2015} }","short":"T. Brahm, D. Wagner, T. Jenert, in: 2015.","ieee":"T. Brahm, D. Wagner, and T. Jenert, “A person-centred approach to students’ transition into Higher Education,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015."},"type":"conference","conference":{"end_date":"2015-08-29","location":"Zypern","name":"16th Biennial EARLI Conference for Research on Learning and Instruction","start_date":"2015-08-25"},"_id":"4464","date_updated":"2022-01-06T07:01:05Z"},{"date_created":"2018-09-18T13:04:20Z","status":"public","publication":"Academy of Management Proceedings","department":[{"_id":"208"},{"_id":"282"}],"author":[{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","id":"71994","last_name":"Jenert"},{"first_name":"Dietrich","full_name":"Wagner, Dietrich","last_name":"Wagner"}],"title":"The crucial first year: Students’ motivation at a Swiss Business School--a longitudinal study","user_id":"51057","extern":"1","abstract":[{"lang":"eng","text":"Despite students’ motivation being considered a strong predictor of performance, the development of motivation of business school students has rarely been investigated. Additionally, little is known about the relation of motivational aspects with other influences on study performance. This is surprising, as the transition from school to university is a crucial phase in the academic career and can be overwhelming for some students. The present study addresses this research gap and examines the development of economics and management students’ study motivation. The longitudinal study included four waves of data collected throughout the first year using quantitative surveys. Regarding students’ development over time, the analysis showed a gradual decline in students’ motivation. Above all, the transition from secondary to higher education seems to be a driver for this decline"}],"page":"12649","year":"2015","type":"conference","citation":{"chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Crucial First Year: Students’ Motivation at a Swiss Business School--a Longitudinal Study.” In Academy of Management Proceedings, 12649, 2015.","apa":"Brahm, T., Jenert, T., & Wagner, D. (2015). The crucial first year: Students’ motivation at a Swiss Business School--a longitudinal study. In Academy of Management Proceedings (p. 12649). Vancouver.","ama":"Brahm T, Jenert T, Wagner D. The crucial first year: Students’ motivation at a Swiss Business School--a longitudinal study. In: Academy of Management Proceedings. ; 2015:12649.","mla":"Brahm, Taiga, et al. “The Crucial First Year: Students’ Motivation at a Swiss Business School--a Longitudinal Study.” Academy of Management Proceedings, no. 1, 2015, p. 12649.","bibtex":"@inproceedings{Brahm_Jenert_Wagner_2015, title={The crucial first year: Students’ motivation at a Swiss Business School--a longitudinal study}, number={1}, booktitle={Academy of Management Proceedings}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2015}, pages={12649} }","short":"T. Brahm, T. Jenert, D. Wagner, in: Academy of Management Proceedings, 2015, p. 12649.","ieee":"T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: Students’ motivation at a Swiss Business School--a longitudinal study,” in Academy of Management Proceedings, Vancouver, 2015, no. 1, p. 12649."},"issue":"1","conference":{"start_date":"2015-08-07","name":"The Annual Meeting of the Academy of Management","location":"Vancouver","end_date":"2015-08-11"},"date_updated":"2022-01-06T07:01:05Z","_id":"4466"},{"user_id":"51057","title":"Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule","extern":"1","status":"public","date_created":"2018-09-18T13:07:56Z","author":[{"last_name":"Jenert","id":"71994","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"},{"last_name":"Reinmann","first_name":"Gabi","full_name":"Reinmann, Gabi"}],"department":[{"_id":"208"},{"_id":"282"}],"publication":"Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE","keyword":["Methodologie","Lernforschung","hochschuldidaktische Forschung","Higher Education"],"_id":"4467","date_updated":"2022-01-06T07:01:05Z","conference":{"end_date":"2015-10-01","location":"Hannover","name":"Jahrestagung der Sektion Erwachsenenbildung der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) 2015","start_date":"2015-09-29"},"language":[{"iso":"eng"}],"type":"conference","year":"2015","citation":{"ieee":"T. Jenert and G. Reinmann, “Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule,” in Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE, Hannover, 2015.","short":"T. Jenert, G. Reinmann, in: Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE, 2015.","mla":"Jenert, Tobias, and Gabi Reinmann. “Zwischen Individuum, Institution Und Disziplin: Methodologische Überlegungen Zur Erfassung von Lernkulturen an Hochschule.” Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE, 2015.","bibtex":"@inproceedings{Jenert_Reinmann_2015, title={Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule}, booktitle={Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE}, author={Jenert, Tobias and Reinmann, Gabi}, year={2015} }","chicago":"Jenert, Tobias, and Gabi Reinmann. “Zwischen Individuum, Institution Und Disziplin: Methodologische Überlegungen Zur Erfassung von Lernkulturen an Hochschule.” In Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE, 2015.","ama":"Jenert T, Reinmann G. Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule. In: Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE. ; 2015.","apa":"Jenert, T., & Reinmann, G. (2015). Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule. In Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE. Hannover."}},{"abstract":[{"lang":"ger","text":"Auswertung einer Befragung unter Studierenden zu der Frage welche Elemente eine Lehrveranstaltung innovativ machen und welche Rolle die neuen Medien dabei spielen.\r\n\r\nDigitale Medien begegnen uns in der Hochschule immer wieder. Häufig handelt es sich um neue Werkzeuge oder Trends (Klicker, MOOCs, Web 2.0), die einerseits potenzialreich und spannend erscheinen, deren didaktische Verwertbarkeit sich aber nicht auf den ersten Blick erschließt. Oft folgt nach einer euphorischen Erprobung schnell die Ernüchterung, wenn festgestellt wird, dass sich durch die digitalen Technologien allein kein erhöhter Lernerfolg ergibt und auch die Studierenden keine nachhaltigen Motivationsschübe erfahren.\r\nAus der Hochschuldidaktik hört man häufig und berechtigterweise kritische Stimmen, welche die Einbettung digitaler Medien in sorgfältig geplante didaktische Arrangements betonen. Es stellt sich die Frage, inwieweit damit die Kreativität und der Entdeckergeist von Lehrenden und Studierenden eingeschränkt werden. Wir wollen im Disq-Space der Frage nachgehen, wie die Hochschuldidaktik auf neue digitale Trends reagieren und dabei einen Mittelweg zwischen \"kreativem Ausprobieren\" und pädagogisch-didaktischer Rationalität einschlagen kann. Zunächst werden die Ergebnisse einer aktuellen Umfrage an der Universität St. Gallen zu den Vorstellungen Studierender zu innovativer Lehre vorgestellt. Nach einer Öffnung des Raums für gute sowie schlechte Erfahrungen und Bespiele von Seiten der Teilnehmenden soll diskutiert werden, welche personellen, didaktischen und organisatorischen Voraussetzungen erfüllt sein müssen, damit Digitalisierung die Kompetenzentwicklung der Studierenden unterstützt.\r\nDie Ergebnisse der Diskussionsrunde werden im Blog des Teams Hochschulentwicklung zur Verfügung gestellt. Es wird angestrebt, diese damit einer breiteren Öffentlichkeit zugänglich zu machen."}],"extern":"1","user_id":"51057","title":"Zwischen\" netten\" Tools und\" {\\\"U}berdidaktisierung\": Neue Medien in der Hochschuldidaktik","author":[{"last_name":"Wagner","full_name":"Wagner, Dietrich","first_name":"Dietrich"},{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","last_name":"Jenert","id":"71994"}],"keyword":["Neue Medien","Hochschuldidaktik","Studierende","Innovation in der Lehre"],"department":[{"_id":"208"},{"_id":"282"}],"status":"public","date_created":"2018-09-18T13:24:56Z","date_updated":"2022-01-06T07:01:05Z","_id":"4469","conference":{"end_date":"2015-03-06","location":"Paderborn","name":"44. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik (dghd)","start_date":"2015-03-03"},"citation":{"mla":"Wagner, Dietrich, and Tobias Jenert. Zwischen\" Netten\" Tools Und\" {\\\"U}berdidaktisierung\": Neue Medien in Der Hochschuldidaktik. 2015.","bibtex":"@inproceedings{Wagner_Jenert_2015, title={Zwischen\" netten\" Tools und\" {\\\"U}berdidaktisierung\": Neue Medien in der Hochschuldidaktik}, author={Wagner, Dietrich and Jenert, Tobias}, year={2015} }","chicago":"Wagner, Dietrich, and Tobias Jenert. “Zwischen\" Netten\" Tools Und\" {\\\"U}berdidaktisierung\": Neue Medien in Der Hochschuldidaktik,” 2015.","apa":"Wagner, D., & Jenert, T. (2015). Zwischen\" netten\" Tools und\" {\\\"U}berdidaktisierung\": Neue Medien in der Hochschuldidaktik. Presented at the 44. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik (dghd), Paderborn.","ama":"Wagner D, Jenert T. Zwischen\" netten\" Tools und\" {\\\"U}berdidaktisierung\": Neue Medien in der Hochschuldidaktik. In: ; 2015.","ieee":"D. Wagner and T. Jenert, “Zwischen\" netten\" Tools und\" {\\\"U}berdidaktisierung\": Neue Medien in der Hochschuldidaktik,” presented at the 44. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik (dghd), Paderborn, 2015.","short":"D. Wagner, T. Jenert, in: 2015."},"year":"2015","type":"conference"},{"department":[{"_id":"208"},{"_id":"282"}],"publication_identifier":{"issn":["1041-6080"]},"title":"On the assessment of attitudes towards studying—development and validation of a questionnaire","language":[{"iso":"eng"}],"date_updated":"2024-03-21T14:43:34Z","author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","last_name":"Jenert","id":"71994"}],"quality_controlled":"1","publisher":"Elsevier","keyword":["Attitude","Student learning","Higher Education Institution","university","student experience"],"publication":"Learning and individual differences : journal of psychology and education","status":"public","date_created":"2018-09-18T09:07:26Z","volume":43,"abstract":[{"lang":"eng","text":"This research aims to develop and validate an instrument for the assessment of attitudes towards two particular objects: the Higher Education Institution (HEI) and the process of studying. Investigating attitudes towards studying at a HEI in a comprehensive way addresses an important research gap. It connects students' perception of the institution with teaching and learning. To validate the Assessment of Students' Attitudes towards Studying (ASAtS) Questionnaire, data was gathered at three different universities in Switzerland (820 students), Sweden (167) and Germany (133). Overall, the results show the internal consistency of the ASAtS. Its nomological validity is also supported by correlations with other constructs, such as intrinsic motivation and study performance. The ASAtS contributes to the theory on students learning by broadening the scope of research beyond learning in a narrow sense. From a practical point of view, it provides a tool for HE management to monitor students' perception of their HEI."}],"extern":"1","user_id":"71994","year":"2015","citation":{"short":"T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology and Education 43 (2015) 233–242.","ieee":"T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development and validation of a questionnaire,” Learning and individual differences : journal of psychology and education, vol. 43, pp. 233–242, 2015.","chicago":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” Learning and Individual Differences : Journal of Psychology and Education 43 (2015): 233–42.","ama":"Brahm T, Jenert T. On the assessment of attitudes towards studying—development and validation of a questionnaire. Learning and individual differences : journal of psychology and education. 2015;43:233-242.","apa":"Brahm, T., & Jenert, T. (2015). On the assessment of attitudes towards studying—development and validation of a questionnaire. Learning and Individual Differences : Journal of Psychology and Education, 43, 233–242.","mla":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” Learning and Individual Differences : Journal of Psychology and Education, vol. 43, Elsevier, 2015, pp. 233–42.","bibtex":"@article{Brahm_Jenert_2015, title={On the assessment of attitudes towards studying—development and validation of a questionnaire}, volume={43}, journal={Learning and individual differences : journal of psychology and education}, publisher={Elsevier}, author={Brahm, Taiga and Jenert, Tobias}, year={2015}, pages={233–242} }"},"type":"journal_article","page":"233 - 242","intvolume":" 43","_id":"4423"},{"issue":"2","_id":"4424","intvolume":" 9","date_updated":"2022-01-06T07:01:03Z","page":"1-12","citation":{"mla":"Jenert, Tobias. “Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture.” Zeitschrift Für Hochschulentwicklung, vol. 9, no. 2, Forum Neue Medien in der Lehre Austria, 2014, pp. 1–12.","bibtex":"@article{Jenert_2014, title={Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture}, volume={9}, number={2}, journal={Zeitschrift für Hochschulentwicklung}, publisher={Forum Neue Medien in der Lehre Austria}, author={Jenert, Tobias}, year={2014}, pages={1–12} }","chicago":"Jenert, Tobias. “Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture.” Zeitschrift Für Hochschulentwicklung 9, no. 2 (2014): 1–12.","apa":"Jenert, T. (2014). Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture. Zeitschrift Für Hochschulentwicklung, 9(2), 1–12.","ama":"Jenert T. Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture. Zeitschrift für Hochschulentwicklung. 2014;9(2):1-12.","ieee":"T. Jenert, “Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture,” Zeitschrift für Hochschulentwicklung, vol. 9, no. 2, pp. 1–12, 2014.","short":"T. Jenert, Zeitschrift Für Hochschulentwicklung 9 (2014) 1–12."},"type":"journal_article","year":"2014","user_id":"51057","title":"Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture","abstract":[{"text":"In recent years, the design of study programmes in Higher Education (HE) has been given considerable attention by HE practitioners and researchers. Today, a sound body of concepts and experiences on different realisations of Bologna-conforming study programmes is available. The same, however, does not hold true for questions concerning the processes of implementing and further developing programmes. This paper investigates the challenges related with implementation, particularly at universities. A first aim is to understand the specifics of academic culture and their significance for programme implementation and development. Elaborating on this analysis, a second aim is to outline the role of educational developers in this process, as well as the necessary competencies to perform such a role.","lang":"eng"}],"extern":"1","date_created":"2018-09-18T09:09:41Z","status":"public","volume":9,"department":[{"_id":"208"},{"_id":"282"}],"keyword":["Programmentwicklung","Studienprogramme","program development","educational development","academic culture","disciplinary culture"],"publication":"Zeitschrift für Hochschulentwicklung","author":[{"last_name":"Jenert","full_name":"Jenert, Tobias","first_name":"Tobias"}],"publisher":"Forum Neue Medien in der Lehre Austria"},{"citation":{"ama":"Brahm T, Zellweger F, Jenert T, Thomann G. Developing study programs as a continuous task-the role of educational developers. In: ; 2014.","apa":"Brahm, T., Zellweger, F., Jenert, T., & Thomann, G. (2014). Developing study programs as a continuous task-the role of educational developers. Presented at the ICED 2014 : Educational Development in a Changing World, Stockholm.","chicago":"Brahm, Taiga, Franziska Zellweger, Tobias Jenert, and Geri Thomann. “Developing Study Programs as a Continuous Task-the Role of Educational Developers,” 2014.","bibtex":"@inproceedings{Brahm_Zellweger_Jenert_Thomann_2014, title={Developing study programs as a continuous task-the role of educational developers}, author={Brahm, Taiga and Zellweger, Franziska and Jenert, Tobias and Thomann, Geri}, year={2014} }","mla":"Brahm, Taiga, et al. Developing Study Programs as a Continuous Task-the Role of Educational Developers. 2014.","short":"T. Brahm, F. Zellweger, T. Jenert, G. Thomann, in: 2014.","ieee":"T. Brahm, F. Zellweger, T. Jenert, and G. Thomann, “Developing study programs as a continuous task-the role of educational developers,” presented at the ICED 2014 : Educational Development in a Changing World, Stockholm, 2014."},"year":"2014","type":"conference","date_updated":"2022-01-06T07:01:06Z","_id":"4470","conference":{"end_date":"2014-0618","location":"Stockholm","name":"ICED 2014 : Educational Development in a Changing World","start_date":"2014-06-16"},"status":"public","date_created":"2018-09-18T13:30:30Z","alternative_title":["Educational Development in a Changing World"],"author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"last_name":"Zellweger","first_name":"Franziska","full_name":"Zellweger, Franziska"},{"last_name":"Jenert","id":"71994","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"},{"last_name":"Thomann","full_name":"Thomann, Geri","first_name":"Geri"}],"keyword":["curriculum development","study programs","Bologna","educational development","higher education"],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","title":"Developing study programs as a continuous task-the role of educational developers","abstract":[{"lang":"eng","text":"Abstract Summary: Study programs are currently receiving more attention in Europe. In consequence, it can be observed that the roles of program development and management are professionalized. In the proposed round table, we would like to discuss the role of educational developers to support this professionalization via measures of training and process support in the light of recent developments in Switzerland.\r\n\r\nAbstract Text: Professionalization of program development as an institutional responsibility \r\nIn Switzerland, different developments in higher education have led to increased attention to the development and management of the study programs such as the Bologna process, an increasingly competitive environment, the tertiarisation of a number of professions formerly acquired through vocational education. Furthermore, the national qualification framework and in particular accreditation processes require HEI to demonstrate the effectiveness of their activities (e.g., Sursock & Smit, 2010). Many different actors have been involved in development processes on the program level but also within educational development units. However, so far a systematic discourse on key issues regarding the management and development of study programs is missing, not only in German-speaking Europe. The following main question will guide the round table session: How can educational development give vital impulses for program development?\r\nOur starting points are two approaches or frameworks from Swiss HEI: a) the definition of competencies for new program professionals at the Zurich University for Teacher Education and b) a process for the strategic development of didactically-aligned study programs at the University of St. Gallen.\r\n\r\nFramework 1: Competencies for program managers\r\nThe experiences with a training program for study program managers at the Zurich University for Teacher Education are reported. Over\r\na period of four years, a competency profile has been developed and refined. Insights into the challenges and struggles of this role\r\nwere gained. Despite diverse job characteristics of program managers (often resulting from an institution-specific history), there is a\r\ncommon set of competencies necessary to successfully cope with organizational complexity such as role competency (Schein, 1992)\r\nand lateral leadership (Kühl et al., 2005).\r\nFramework 2: Towards a systematic development of study programs\r\nThe second initiative concerns the strategic approach to program development implemented at the University of St. Gallen (Brahm &\r\nJenert, 2013; Jenert, 2011). In this structured process, the program goes through four process steps: process initiation, program\r\nanalysis, program development, evaluation of the process and results. A major challenge in this process is the role of program\r\nprofessionals. The goal is to establish them as change agents for a didactically-aligned study program.\r\nOutcome: Role of educational development\r\nAfter briefly introducing the two examples, the roles of program professionals and educational development in HEI will be discussed.\r\nThe questions guiding the discussion will be:\r\n• How can program development be established as a continuing task, closely tied to quality development?\r\n• How can the competencies of program professionals be developed and the local capacity and ownership be strengthened?\r\n• How can educational development support program development and provide vital impulses?\r\nAudience Engagement. Depending on the number of participants, first the questions will be discussed in groups. To put the results of\r\nthe discussion on record, it will be summarized and uploaded in our weblog for further discussion after the session."}],"extern":"1"},{"year":"2014","type":"conference","citation":{"chicago":"Jenert, Tobias, and Taiga Brahm. “Entwicklung Der Motivation von Studierenden Der Wirtschafts-Wissenschaften Im Ersten Studienjahr-Eine Mixed-Methods-Studie,” 2014.","apa":"Jenert, T., & Brahm, T. (2014). Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie. Presented at the 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt am Main .","ama":"Jenert T, Brahm T. Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie. In: ; 2014.","mla":"Jenert, Tobias, and Taiga Brahm. Entwicklung Der Motivation von Studierenden Der Wirtschafts-Wissenschaften Im Ersten Studienjahr-Eine Mixed-Methods-Studie. 2014.","bibtex":"@inproceedings{Jenert_Brahm_2014, title={Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie}, author={Jenert, Tobias and Brahm, Taiga}, year={2014} }","short":"T. Jenert, T. Brahm, in: 2014.","ieee":"T. Jenert and T. Brahm, “Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie,” presented at the 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt am Main , 2014."},"_id":"4472","date_updated":"2022-01-06T07:01:06Z","conference":{"location":"Frankfurt am Main ","start_date":"2014-03-03","name":"2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)","end_date":"2014-03-05"},"author":[{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"},{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"}],"keyword":["Motivationsentwicklung","Hochschule","motivation","Längsschnitt","Mixed Methods"],"department":[{"_id":"208"},{"_id":"282"}],"status":"public","date_created":"2018-09-18T13:38:33Z","abstract":[{"lang":"ger","text":"Das erste Studienjahr wird als wesentlicher Übergang von der Schule in die Hochschule angesehen. Im Vordergrund steht dabei häufig die Fragen der Identitätsfindung der Studierenden und das \"Ankommen\" im neuen Lebensabschnitt (Briggs, Clark, & Hall, 2012; Scanlon, Rowling, & Weber, 2007). In diesem Zusammenhang werden ganz unterschiedliche Aspekte untersucht, z. B. die vorhandenen Lernkompetenzen oder das Zeitmanagement der Studierenden (Barron & D'Annunzio-Green, 2009), vorhandene Einführungsprogramme an Hochschulen (z.B. Gale & Parker, 2012) oder dem ‚student engagement‘ während des ersten Jahres (Krause & Coates, 2008). Obwohl die Motivation der Studierenden als starker Prädiktor für die Leistung angesehen wird (z. B. Busato, Prins, Elshouta, & Hamaker, 2000), wurde die Motivationsentwicklung im ersten Studienjahr bis dato nur selten betrachtet. Die vorliegende Mixed Methods-Studie setzt an dieser Forschungslücke an und untersucht die Entwicklung der Studienmotivation von Wirtschaftsstudierenden im Verlauf des ersten Studienjahres. Im Rahmen einer quantitativen Längsschnittuntersuchung mit drei Messzeitpunkten wird dabei die Motivationsentwicklung über die gesamte Studierendenpopulation hinweg erfasst. Im Mittelpunkt steht die Frage, wie sich die intrinsische und extrinsische Studienmotivation sowie die studienbezogene Selbstwirksamkeit über das erste Studienjahr verändern. Zudem wird untersucht, inwiefern verschiedene studienbezogene Variablen (z. B. Angst) sich auf die Motivationsentwicklung auswirken. Um vertiefte Erkenntnisse über die Bedeutsamkeit verschiedener Gestaltungsmerkmale des ersten Studienjahres auf die Motivationsentwicklung der Studierenden zu gewinnen, wurde parallel zur quantitativen Untersuchung eine qualitative Längsschnittstudie durchgeführt mit dem Ziel, (1) verschiedene Verläufe der Motivationsentwicklung und (2) kritische Ereignisse im Eingangsjahr zu identifizieren. Das vorliegende Papier zeigt in den folgenden beiden Kapiteln den theoretischen Bezugsrahmen der Studie und die methodische Vorgehensweise. Daraufhin werden die Ergebnisse sowohl der quantitativen als auch der qualitativen Studie dargestellt und im Rahmen der Diskussion miteinander verbunden."}],"extern":"1","user_id":"51057","title":"Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie"},{"extern":"1","abstract":[{"lang":"eng","text":"Research on entrepreneurial learning often stresses the role of experience and previous knowledge. We aim to advance this perspective by pointing out the prerequisites and limitations of experience-based forms of learning and by adapting findings from educational psychology to the entrepreneurial context. Developing a model of self-regulated entrepreneurial learning (SREL) we pursue a more process oriented view of entrepreneurial learning in order to explain how learning unfolds in contexts of uncertainty and novelty when relevant experience and knowledge are scarce. The model comprises a planning, a performance and a review phase in order to support entrepreneurs in their learning process. It is suggested how SREL is related to self-efficacy, emotions and cognitive biases."}],"title":"Self-Regulation and Entrepreneurial Learning","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"keyword":["Unternehmertum","lernen"],"author":[{"last_name":"Fust","full_name":"Fust, Alexander","first_name":"Alexander"},{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"}],"date_created":"2018-09-19T08:03:27Z","status":"public","conference":{"end_date":"2014-06-14","name":"59th World Conference of the International Council for Small Business (ICSB)","start_date":"2014-06-11","location":"Dublin "},"_id":"4473","date_updated":"2022-01-06T07:01:06Z","citation":{"chicago":"Fust, Alexander, and Tobias Jenert. “Self-Regulation and Entrepreneurial Learning,” 2014.","apa":"Fust, A., & Jenert, T. (2014). Self-Regulation and Entrepreneurial Learning. Presented at the 59th World Conference of the International Council for Small Business (ICSB), Dublin .","ama":"Fust A, Jenert T. Self-Regulation and Entrepreneurial Learning. In: ; 2014.","mla":"Fust, Alexander, and Tobias Jenert. Self-Regulation and Entrepreneurial Learning. 2014.","bibtex":"@inproceedings{Fust_Jenert_2014, title={Self-Regulation and Entrepreneurial Learning}, author={Fust, Alexander and Jenert, Tobias}, year={2014} }","short":"A. Fust, T. Jenert, in: 2014.","ieee":"A. Fust and T. Jenert, “Self-Regulation and Entrepreneurial Learning,” presented at the 59th World Conference of the International Council for Small Business (ICSB), Dublin , 2014."},"year":"2014","type":"conference"},{"extern":"1","abstract":[{"lang":"eng","text":"The transition from school to university can be overwhelming for some students. While 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 mixed methods study addresses this research gap and examines the development of economics students' study motivation. The longitudinal mixed-method study included three waves of data collected using quantitative surveys and a series of five interviews conducted with 14 first-year students over eight months. Regarding students' development over time, the quantitative analysis showed a gradual decline in students' motivation. However, in the interviews, certain events during the first year were identified as critical incidents demotivating students. These insights into the development of students' motivation at a business school show that concrete incidents influence students' motivational development; thus, they could be transformed by structural changes."}],"title":"The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"keyword":["motivation","business school","higher education","latent growth curve model","longitudinal study","mixed methods","interview","students"],"author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"}],"date_created":"2018-09-19T08:06:46Z","status":"public","conference":{"end_date":"2014-08-22","location":"Leuven","start_date":"2014-08-20","name":"SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014"},"date_updated":"2022-01-06T07:01:06Z","_id":"4474","citation":{"mla":"Brahm, Taiga, and Tobias Jenert. The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study. 2014.","bibtex":"@inproceedings{Brahm_Jenert_2014, title={The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study}, author={Brahm, Taiga and Jenert, Tobias}, year={2014} }","apa":"Brahm, T., & Jenert, T. (2014). The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. Presented at the SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven.","ama":"Brahm T, Jenert T. The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. In: ; 2014.","chicago":"Brahm, Taiga, and Tobias Jenert. “The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study,” 2014.","ieee":"T. Brahm and T. Jenert, “The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study,” presented at the SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.","short":"T. Brahm, T. Jenert, in: 2014."},"type":"conference","year":"2014"}]