[{"status":"public","date_created":"2024-03-25T14:41:39Z","project":[{"name":"DigiSelF: DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre: Einsatz digitaler Hilfsmittel zur Förderung von Selbststeuerung","_id":"608"}],"alternative_title":["Vortrag auf der EAPRIL conference 2023"],"author":[{"full_name":"Sloane, Hannah Sabrina","first_name":"Hannah Sabrina","id":"48206","last_name":"Sloane"},{"full_name":"Schmöckel, Sabrina","first_name":"Sabrina","last_name":"Schmöckel"}],"department":[{"_id":"208"},{"_id":"424"},{"_id":"282"}],"user_id":"48206","title":"Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration)","language":[{"iso":"eng"}],"year":"2023","citation":{"chicago":"Sloane, Hannah Sabrina, and Sabrina Schmöckel. “Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration),” 2023.","apa":"Sloane, H. S., & Schmöckel, S. (2023). Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration). EAPRIL 2023, Belfast.","ama":"Sloane HS, Schmöckel S. Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration). In: ; 2023.","bibtex":"@inproceedings{Sloane_Schmöckel_2023, title={Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration)}, author={Sloane, Hannah Sabrina and Schmöckel, Sabrina}, year={2023} }","mla":"Sloane, Hannah Sabrina, and Sabrina Schmöckel. Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration). 2023.","short":"H.S. Sloane, S. Schmöckel, in: 2023.","ieee":"H. S. Sloane and S. Schmöckel, “Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration),” presented at the EAPRIL 2023, Belfast, 2023."},"type":"conference","_id":"52866","date_updated":"2024-03-26T07:33:39Z","conference":{"location":"Belfast","name":"EAPRIL 2023","start_date":"2023-11-22","end_date":"2023-11-24"}},{"department":[{"_id":"282"},{"_id":"208"}],"author":[{"id":"48206","last_name":"Sloane","full_name":"Sloane, Hannah Sabrina","first_name":"Hannah Sabrina"},{"first_name":"Jana","full_name":"Heidebrecht, Jana","last_name":"Heidebrecht"}],"alternative_title":["Vortrag auf der TURN conference 2023"],"project":[{"name":"DigiSelF: DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre: Einsatz digitaler Hilfsmittel zur Förderung von Selbststeuerung","_id":"608"}],"date_created":"2024-03-25T14:38:26Z","status":"public","title":"Entwurfsmuster: Fachsensible wissenschaftliche Begleitung","user_id":"48206","year":"2023","citation":{"short":"H.S. Sloane, J. Heidebrecht, in: 2023.","ieee":"H. S. Sloane and J. Heidebrecht, “Entwurfsmuster: Fachsensible wissenschaftliche Begleitung,” presented at the TURN conference 2023, TH Köln, 2023.","chicago":"Sloane, Hannah Sabrina, and Jana Heidebrecht. “Entwurfsmuster: Fachsensible Wissenschaftliche Begleitung,” 2023.","ama":"Sloane HS, Heidebrecht J. Entwurfsmuster: Fachsensible wissenschaftliche Begleitung. In: ; 2023.","apa":"Sloane, H. S., & Heidebrecht, J. (2023). Entwurfsmuster: Fachsensible wissenschaftliche Begleitung. TURN conference 2023, TH Köln.","bibtex":"@inproceedings{Sloane_Heidebrecht_2023, title={Entwurfsmuster: Fachsensible wissenschaftliche Begleitung}, author={Sloane, Hannah Sabrina and Heidebrecht, Jana}, year={2023} }","mla":"Sloane, Hannah Sabrina, and Jana Heidebrecht. Entwurfsmuster: Fachsensible Wissenschaftliche Begleitung. 2023."},"type":"conference","language":[{"iso":"eng"}],"conference":{"end_date":"2023-09-15","location":"TH Köln","start_date":"2023-09-13","name":"TURN conference 2023"},"_id":"52864","date_updated":"2024-03-27T09:52:18Z"},{"abstract":[{"lang":"eng","text":"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."}],"article_type":"original","user_id":"71994","keyword":["Dual study programmes · Curricular integration · Curriculum theory · Empirical typology · Cluster analysis · Germany"],"publication":"Higher Education","publisher":"Springer Science and Business Media LLC","author":[{"last_name":"Mordhorst","id":"81839","first_name":"Lisa","full_name":"Mordhorst, Lisa"},{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"}],"quality_controlled":"1","volume":85,"date_created":"2023-10-05T09:25:30Z","status":"public","intvolume":" 85","_id":"47627","issue":"6","main_file_link":[{"url":"https://doi.org/10.1007/s10734-022-00889-7"}],"page":"1257-1279","type":"journal_article","year":"2022","citation":{"short":"L. Mordhorst, T. Jenert, Higher Education 85 (2022) 1257–1279.","ieee":"L. Mordhorst and T. Jenert, “Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany,” Higher Education, vol. 85, no. 6, pp. 1257–1279, 2022, doi: 10.1007/s10734-022-00889-7.","chicago":"Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes in Germany.” Higher Education 85, no. 6 (2022): 1257–79. https://doi.org/10.1007/s10734-022-00889-7.","ama":"Mordhorst L, Jenert T. Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany. Higher Education. 2022;85(6):1257-1279. doi:10.1007/s10734-022-00889-7","apa":"Mordhorst, L., & Jenert, T. (2022). Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany. Higher Education, 85(6), 1257–1279. https://doi.org/10.1007/s10734-022-00889-7","bibtex":"@article{Mordhorst_Jenert_2022, title={Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany}, volume={85}, DOI={10.1007/s10734-022-00889-7}, number={6}, journal={Higher Education}, publisher={Springer Science and Business Media LLC}, author={Mordhorst, Lisa and Jenert, Tobias}, year={2022}, pages={1257–1279} }","mla":"Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes in Germany.” Higher Education, vol. 85, no. 6, Springer Science and Business Media LLC, 2022, pp. 1257–79, doi:10.1007/s10734-022-00889-7."},"title":"Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany","department":[{"_id":"282"},{"_id":"208"}],"publication_identifier":{"issn":["0018-1560","1573-174X"]},"publication_status":"published","date_updated":"2024-03-21T15:06:51Z","doi":"10.1007/s10734-022-00889-7","language":[{"iso":"eng"}]},{"language":[{"iso":"ger"}],"type":"conference","citation":{"short":"T. Jenert, in: 2019.","ieee":"T. Jenert, “Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender,” presented at the Tagung Reflexivität in allen Phasen der Lehrerbildung der Giessener Offensive Lehrerbildung, , Gießen , 2019.","apa":"Jenert, T. (2019). Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender. Presented at the Tagung Reflexivität in allen Phasen der Lehrerbildung der Giessener Offensive Lehrerbildung, , Gießen .","ama":"Jenert T. Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender. In: ; 2019.","chicago":"Jenert, Tobias. “Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender,” 2019.","mla":"Jenert, Tobias. Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender. 2019.","bibtex":"@inproceedings{Jenert_2019, title={Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender}, author={Jenert, Tobias}, year={2019} }"},"year":"2019","_id":"8520","date_updated":"2022-01-06T07:03:56Z","conference":{"end_date":"2018-04-09","name":"Tagung Reflexivität in allen Phasen der Lehrerbildung der Giessener Offensive Lehrerbildung, ","start_date":"2019-04-08","location":"Gießen "},"author":[{"id":"71994","last_name":"Jenert","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"}],"department":[{"_id":"208"},{"_id":"282"}],"status":"public","date_created":"2019-03-19T07:42:11Z","user_id":"51057","title":"Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender"},{"user_id":"71994","title":"Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline","status":"public","date_created":"2019-03-19T07:39:03Z","quality_controlled":"1","author":[{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","id":"71994","last_name":"Jenert"},{"last_name":"Brahm ","first_name":"Taiga","full_name":"Brahm , Taiga"}],"department":[{"_id":"208"},{"_id":"282"}],"date_updated":"2022-08-17T09:51:20Z","_id":"8519","conference":{"name":"EARLI Biennial Conference","start_date":"2019-08-12","location":"Aachen","end_date":"2019-08-16"},"language":[{"iso":"eng"}],"citation":{"ieee":"T. Jenert and T. Brahm , “Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline,” presented at the EARLI Biennial Conference, Aachen, 2019.","short":"T. Jenert, T. Brahm , in: 2019.","bibtex":"@inproceedings{Jenert_Brahm _2019, title={Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline}, author={Jenert, Tobias and Brahm , Taiga}, year={2019} }","mla":"Jenert, Tobias, and Taiga Brahm . Fostering Pre-Service Economics Teachers´ Reflection on Their Attitudes towards the Discipline. 2019.","apa":"Jenert, T., & Brahm , T. (2019). Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline. EARLI Biennial Conference, Aachen.","ama":"Jenert T, Brahm T. Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline. In: ; 2019.","chicago":"Jenert, Tobias, and Taiga Brahm . “Fostering Pre-Service Economics Teachers´ Reflection on Their Attitudes towards the Discipline,” 2019."},"year":"2019","type":"conference"},{"year":"2018","citation":{"ieee":"T. Jenert, G. Reinmann, and T. Schmohl, Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik. 2018.","short":"T. Jenert, G. Reinmann, T. Schmohl, Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, 2018.","bibtex":"@book{Jenert_Reinmann_Schmohl_2018, title={Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik}, author={Jenert, Tobias and Reinmann, Gabi and Schmohl, Tobias}, year={2018} }","mla":"Jenert, Tobias, et al. Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik. 2018.","chicago":"Jenert, Tobias, Gabi Reinmann, and Tobias Schmohl. Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, 2018.","ama":"Jenert T, Reinmann G, Schmohl T. Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik.; 2018.","apa":"Jenert, T., Reinmann, G., & Schmohl, T. (2018). Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik."},"type":"book","_id":"4441","date_updated":"2022-01-06T07:01:04Z","department":[{"_id":"208"},{"_id":"282"}],"author":[{"last_name":"Jenert","full_name":"Jenert, Tobias","first_name":"Tobias"},{"last_name":"Reinmann","full_name":"Reinmann, Gabi","first_name":"Gabi"},{"first_name":"Tobias","full_name":"Schmohl, Tobias","last_name":"Schmohl"}],"date_created":"2018-09-18T11:34:39Z","status":"public","abstract":[{"lang":"ger","text":"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."}],"title":"Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik","user_id":"51057"},{"user_id":"51057","title":"Developing Undergraduate Management Students ‘Reflection Capabilities'","abstract":[{"lang":"eng","text":"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."}],"date_created":"2018-09-18T12:00:32Z","status":"public","publication":"Academy of Management Proceedings","department":[{"_id":"208"},{"_id":"282"}],"author":[{"last_name":"Jenert","id":"71994","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"},{"last_name":"Wagner","first_name":"Dietrich","full_name":"Wagner, Dietrich"},{"last_name":"Gommers","full_name":"Gommers, Luci","first_name":"Luci"},{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"}],"issue":"1","conference":{"end_date":"2018-08-14","name":"78th Annual Meeting of the Academy of Management ","start_date":"2018-08-10"},"_id":"4453","date_updated":"2022-01-06T07:01:05Z","page":"10602","type":"conference","year":"2018","citation":{"ama":"Jenert T, Wagner D, Gommers L, Brahm T. Developing Undergraduate Management Students ‘Reflection Capabilities’’.’ In: Academy of Management Proceedings. ; 2018:10602.","apa":"Jenert, T., Wagner, D., Gommers, L., & Brahm, T. (2018). Developing Undergraduate Management Students ‘Reflection Capabilities’’.’ In Academy of Management Proceedings (p. 10602).","chicago":"Jenert, Tobias, Dietrich Wagner, Luci Gommers, and Taiga Brahm. “Developing Undergraduate Management Students ‘Reflection Capabilities’’.’” In Academy of Management Proceedings, 10602, 2018.","mla":"Jenert, Tobias, et al. “Developing Undergraduate Management Students ‘Reflection Capabilities’’.’” Academy of Management Proceedings, no. 1, 2018, p. 10602.","bibtex":"@inproceedings{Jenert_Wagner_Gommers_Brahm_2018, title={Developing Undergraduate Management Students ‘Reflection Capabilities’’’}, number={1}, booktitle={Academy of Management Proceedings}, author={Jenert, Tobias and Wagner, Dietrich and Gommers, Luci and Brahm, Taiga}, year={2018}, pages={10602} }","short":"T. Jenert, D. Wagner, L. Gommers, T. Brahm, in: Academy of Management Proceedings, 2018, p. 10602.","ieee":"T. Jenert, D. Wagner, L. Gommers, and T. Brahm, “Developing Undergraduate Management Students ‘Reflection Capabilities’’,’” in Academy of Management Proceedings, 2018, no. 1, p. 10602."}},{"abstract":[{"text":"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.","lang":"ger"}],"title":",Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung","user_id":"51057","author":[{"last_name":"Jenert","id":"71994","first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646"}],"publisher":"Springer Verlag","department":[{"_id":"208"},{"_id":"282"}],"publication":"Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik","publication_identifier":{"isbn":["978-3-658-20308-5"]},"status":"public","date_created":"2018-09-19T09:33:00Z","date_updated":"2022-01-06T07:01:07Z","_id":"4500","year":"2018","type":"book_chapter","citation":{"short":"T. Jenert, in: Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, Springer Verlag, 2018, pp. 149–166.","ieee":"T. Jenert, “,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung,” in Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik, Springer Verlag, 2018, pp. 149–166.","chicago":"Jenert, Tobias. “,Messy Research‘: Methodologische Herausforderungen Der Hochschulbildungsforschung.” In Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, 149–66. Springer Verlag, 2018.","ama":"Jenert T. ,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung. In: Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik. Springer Verlag; 2018:149-166.","apa":"Jenert, T. (2018). ,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung. In Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik (pp. 149–166). Springer Verlag.","bibtex":"@inbook{Jenert_2018, title={,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung}, booktitle={Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik}, publisher={Springer Verlag}, author={Jenert, Tobias}, year={2018}, pages={149–166} }","mla":"Jenert, Tobias. “,Messy Research‘: Methodologische Herausforderungen Der Hochschulbildungsforschung.” Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, Springer Verlag, 2018, pp. 149–66."},"page":"149-166"},{"_id":"4505","date_updated":"2022-01-06T07:01:07Z","year":"2018","type":"book_chapter","citation":{"bibtex":"@inbook{Jenert_Barnat_Salden_Dilger_2018, place={Bielefeld}, title={Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen}, booktitle={Blickpunkt Hochschuldidaktik}, publisher={Bertelsmann }, author={Jenert, Tobias and Barnat, M. and Salden, P. and Dilger, B.}, year={2018}, pages={149–164} }","mla":"Jenert, Tobias, et al. “Struktur, Prozess Oder Didaktik Als Ausgangspunkt? Ein Integratives Modell Der Curriculumentwicklung an Hochschulen.” Blickpunkt Hochschuldidaktik, Bertelsmann , 2018, pp. 149–64.","apa":"Jenert, T., Barnat, M., Salden, P., & Dilger, B. (2018). Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen. In Blickpunkt Hochschuldidaktik (pp. 149–164). Bielefeld: Bertelsmann .","ama":"Jenert T, Barnat M, Salden P, Dilger B. Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen. In: Blickpunkt Hochschuldidaktik. Bielefeld: Bertelsmann ; 2018:149-164.","chicago":"Jenert, Tobias, M. Barnat, P. Salden, and B. Dilger. “Struktur, Prozess Oder Didaktik Als Ausgangspunkt? Ein Integratives Modell Der Curriculumentwicklung an Hochschulen.” In Blickpunkt Hochschuldidaktik, 149–64. Bielefeld: Bertelsmann , 2018.","ieee":"T. Jenert, M. Barnat, P. Salden, and B. Dilger, “Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen,” in Blickpunkt Hochschuldidaktik, Bielefeld: Bertelsmann , 2018, pp. 149–164.","short":"T. Jenert, M. Barnat, P. Salden, B. Dilger, in: Blickpunkt Hochschuldidaktik, Bertelsmann , Bielefeld, 2018, pp. 149–164."},"page":"149-164","user_id":"51057","title":"Struktur, Prozess oder Didaktik als Ausgangspunkt? 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Oder: Warum es so schwer ist, Gutes nachzumachen. ","series_title":"Theorie und Praxis der Schreibwissenschaft ","language":[{"iso":"ger"}],"date_updated":"2022-01-06T07:01:07Z","publisher":"WBV","author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"}],"publication":"Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre","volume":3,"status":"public","date_created":"2018-09-19T11:24:24Z","user_id":"51057","type":"book_chapter","citation":{"ieee":"T. Jenert, “Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. ,” in Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre, vol. 3, S. Dreifürst, F. Liebetanz, and A. Voigt, Eds. Bielefeld: WBV, 2018, pp. 26–29.","short":"T. Jenert, in: S. Dreifürst, F. Liebetanz, A. 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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. 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A Typology of Students’ Enculturation during the First Year at a Business School.” Learning, Culture and Social Interaction, vol. 12, no. 87–99, Elsevier, 2017, pp. 87–99.","bibtex":"@article{Jenert_Brahm_Gommers_Kühner _2017, title={How do they find their place? A typology of students’ enculturation during the first year at a business school}, volume={12}, number={87–99}, journal={Learning, Culture and Social Interaction}, publisher={Elsevier}, author={Jenert, Tobias and Brahm, Taiga and Gommers, Luci and Kühner , Patrizia}, year={2017}, pages={87–99} }","ama":"Jenert T, Brahm T, Gommers L, Kühner P. How do they find their place? A typology of students’ enculturation during the first year at a business school. Learning, Culture and Social Interaction. 2017;12(87-99):87-99.","apa":"Jenert, T., Brahm, T., Gommers, L., & Kühner , P. (2017). How do they find their place? A typology of students’ enculturation during the first year at a business school. Learning, Culture and Social Interaction, 12(87–99), 87–99.","chicago":"Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner . “How Do They Find Their Place? A Typology of Students’ Enculturation during the First Year at a Business School.” Learning, Culture and Social Interaction 12, no. 87–99 (2017): 87–99."},"page":"87-99","_id":"4420","intvolume":" 12","issue":"87-99","author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert"},{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"full_name":"Gommers, Luci","first_name":"Luci","last_name":"Gommers"},{"last_name":"Kühner ","first_name":"Patrizia","full_name":"Kühner , Patrizia"}],"publisher":"Elsevier","publication":"Learning, Culture and Social Interaction","keyword":["Student transition","Enculturation","Dropout","Retention"],"volume":12,"status":"public","date_created":"2018-09-18T08:54:38Z","extern":"1","abstract":[{"lang":"eng","text":"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."}],"user_id":"51057","date_updated":"2022-01-06T07:01:03Z","department":[{"_id":"208"},{"_id":"282"}],"publication_identifier":{"unknown":["2210-6561"]},"title":"How do they find their place? A typology of students' enculturation during the first year at a business school"},{"department":[{"_id":"208"},{"_id":"282"}],"author":[{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"}],"date_created":"2018-09-18T12:14:43Z","status":"public","extern":"1","abstract":[{"lang":"eng","text":"\t\r\nEducational 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"}],"title":"Using mixed methods to support educational design decisions in ‘bad data’contexts","user_id":"51057","year":"2017","citation":{"bibtex":"@inproceedings{Jenert_2017, title={Using mixed methods to support educational design decisions in ‘bad data’contexts}, author={Jenert, Tobias}, year={2017} }","mla":"Jenert, Tobias. Using Mixed Methods to Support Educational Design Decisions in ‘Bad Data’Contexts. 2017.","ama":"Jenert T. Using mixed methods to support educational design decisions in ‘bad data’contexts. In: ; 2017.","apa":"Jenert, T. (2017). Using mixed methods to support educational design decisions in ‘bad data’contexts. Presented at the EARLI Biennial Conference, Tampere.","chicago":"Jenert, Tobias. “Using Mixed Methods to Support Educational Design Decisions in ‘Bad Data’Contexts,” 2017.","ieee":"T. Jenert, “Using mixed methods to support educational design decisions in ‘bad data’contexts,” presented at the EARLI Biennial Conference, Tampere, 2017.","short":"T. Jenert, in: 2017."},"type":"conference","conference":{"end_date":"2017-09-02","start_date":"2017-08-29","name":"EARLI Biennial Conference","location":"Tampere"},"date_updated":"2022-01-06T07:01:05Z","_id":"4454"},{"user_id":"51057","title":"Investigating Networks within the field of Higher Organisation Institutions","abstract":[{"lang":"eng","text":"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.\r\n\r\nIn 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."}],"extern":"1","date_created":"2018-09-18T12:19:49Z","status":"public","department":[{"_id":"208"},{"_id":"282"}],"author":[{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","last_name":"Jenert","id":"71994"},{"first_name":"Luci","full_name":"Gommers , Luci","last_name":"Gommers "}],"conference":{"end_date":"2017-09-02","location":"Tampere","start_date":"2017-08-29","name":"EARLI Biennial Conference"},"_id":"4455","date_updated":"2022-01-06T07:01:05Z","year":"2017","type":"conference","citation":{"short":"T. Jenert, L. Gommers , in: 2017.","ieee":"T. Jenert and L. Gommers , “Investigating Networks within the field of Higher Organisation Institutions,” presented at the EARLI Biennial Conference, Tampere, 2017.","chicago":"Jenert, Tobias, and Luci Gommers . “Investigating Networks within the Field of Higher Organisation Institutions,” 2017.","apa":"Jenert, T., & Gommers , L. (2017). Investigating Networks within the field of Higher Organisation Institutions. Presented at the EARLI Biennial Conference, Tampere.","ama":"Jenert T, Gommers L. Investigating Networks within the field of Higher Organisation Institutions. In: ; 2017.","mla":"Jenert, Tobias, and Luci Gommers . Investigating Networks within the Field of Higher Organisation Institutions. 2017.","bibtex":"@inproceedings{Jenert_Gommers _2017, title={Investigating Networks within the field of Higher Organisation Institutions}, author={Jenert, Tobias and Gommers , Luci}, year={2017} }"}},{"department":[{"_id":"208"},{"_id":"282"}],"author":[{"last_name":"Jenert","id":"71994","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"},{"last_name":"Gommers","first_name":"Luci","full_name":"Gommers, Luci"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"first_name":"Dietrich","full_name":"Wagner , Dietrich","last_name":"Wagner "}],"date_created":"2018-09-18T12:26:19Z","status":"public","extern":"1","abstract":[{"text":"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. \r\nThus, 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. \r\nThis 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.","lang":"eng"}],"title":" Development and validation of the Reflection in Business Education Questionnaire ","user_id":"51057","type":"conference","year":"2017","citation":{"short":"T. Jenert, L. Gommers, T. Brahm, D. Wagner , in: 2017.","ieee":"T. Jenert, L. Gommers, T. Brahm, and D. Wagner , “ Development and validation of the Reflection in Business Education Questionnaire ,” presented at the EARLI Biennial Conference, Tampere, 2017.","ama":"Jenert T, Gommers L, Brahm T, Wagner D. Development and validation of the Reflection in Business Education Questionnaire . In: ; 2017.","apa":"Jenert, T., Gommers, L., Brahm, T., & Wagner , D. (2017). Development and validation of the Reflection in Business Education Questionnaire . Presented at the EARLI Biennial Conference, Tampere.","chicago":"Jenert, Tobias, Luci Gommers, Taiga Brahm, and Dietrich Wagner . “ Development and Validation of the Reflection in Business Education Questionnaire ,” 2017.","mla":"Jenert, Tobias, et al. Development and Validation of the Reflection in Business Education Questionnaire . 2017.","bibtex":"@inproceedings{Jenert_Gommers_Brahm_Wagner _2017, title={ Development and validation of the Reflection in Business Education Questionnaire }, author={Jenert, Tobias and Gommers, Luci and Brahm, Taiga and Wagner , Dietrich}, year={2017} }"},"conference":{"end_date":"2017-09-02","start_date":"2017-08-297-08-29","name":"EARLI Biennial Conference","location":"Tampere"},"date_updated":"2022-01-06T07:01:05Z","_id":"4456"},{"date_updated":"2022-01-06T07:01:05Z","_id":"4457","conference":{"location":"New York ","start_date":"2017-06-28","name":"RLME unconference ","end_date":"2017-06-29"},"year":"2017","citation":{"short":"D. Wagner, T. Jenert, T. Brahm, L. Gommers, in: 2017.","ieee":"D. Wagner, T. Jenert, T. Brahm, and L. Gommers, “Educating reflective managers: Why everybody wants and nobody likes it,” presented at the RLME unconference , New York , 2017.","ama":"Wagner D, Jenert T, Brahm T, Gommers L. Educating reflective managers: Why everybody wants and nobody likes it. In: ; 2017.","apa":"Wagner, D., Jenert, T., Brahm, T., & Gommers, L. (2017). Educating reflective managers: Why everybody wants and nobody likes it. Presented at the RLME unconference , New York .","chicago":"Wagner, Dietrich, Tobias Jenert, Taiga Brahm, and Luci Gommers. “Educating Reflective Managers: Why Everybody Wants and Nobody Likes It,” 2017.","bibtex":"@inproceedings{Wagner_Jenert_Brahm_Gommers_2017, title={Educating reflective managers: Why everybody wants and nobody likes it}, author={Wagner, Dietrich and Jenert, Tobias and Brahm, Taiga and Gommers, Luci}, year={2017} }","mla":"Wagner, Dietrich, et al. Educating Reflective Managers: Why Everybody Wants and Nobody Likes It. 2017."},"type":"conference","title":"Educating reflective managers: Why everybody wants and nobody likes it","user_id":"51057","extern":"1","status":"public","date_created":"2018-09-18T12:29:40Z","author":[{"full_name":"Wagner, Dietrich","first_name":"Dietrich","last_name":"Wagner"},{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"},{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"last_name":"Gommers","first_name":"Luci","full_name":"Gommers, Luci"}],"department":[{"_id":"208"},{"_id":"282"}]},{"year":"2017","type":"conference","citation":{"short":"T. Jenert, T. Brahm, L. Gommers , in: 2017.","ieee":"T. Jenert, T. Brahm, and L. Gommers , “Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung,” presented at the GEBF-Tagung, Heidelberg , 2017.","chicago":"Jenert, Tobias, Taiga Brahm, and Luci Gommers . “Die Enkulturation von Studierenden an Der Hochschule – Ergebnisse Einer Längsschnittlichen Qualitativen Untersuchung,” 2017.","apa":"Jenert, T., Brahm, T., & Gommers , L. (2017). Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung. Presented at the GEBF-Tagung, Heidelberg .","ama":"Jenert T, Brahm T, Gommers L. Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung. In: ; 2017.","mla":"Jenert, Tobias, et al. Die Enkulturation von Studierenden an Der Hochschule – Ergebnisse Einer Längsschnittlichen Qualitativen Untersuchung. 2017.","bibtex":"@inproceedings{Jenert_Brahm_Gommers _2017, title={Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung}, author={Jenert, Tobias and Brahm, Taiga and Gommers , Luci}, year={2017} }"},"conference":{"end_date":"2017-03-15","location":"Heidelberg ","start_date":"2017-03-13","name":"GEBF-Tagung"},"_id":"4458","date_updated":"2022-01-06T07:01:05Z","department":[{"_id":"208"},{"_id":"282"}],"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"},{"full_name":"Gommers , Luci","first_name":"Luci","last_name":"Gommers "}],"date_created":"2018-09-18T12:34:56Z","status":"public","title":"Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung","user_id":"51057"},{"conference":{"location":"Tübingen ","start_date":"2017-09-25","name":"Jahrestagung der Sektion empirische Bildungsforschung der DGFE","end_date":"2017-09-27"},"_id":"4459","date_updated":"2022-01-06T07:01:05Z","type":"conference","citation":{"short":"T. Jenert, T. Brahm, D. Wagner, in: 2017.","ieee":"T. Jenert, T. Brahm, and D. Wagner, “Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. ,” presented at the Jahrestagung der Sektion empirische Bildungsforschung der DGFE, Tübingen , 2017.","chicago":"Jenert, Tobias, Taiga Brahm, and Dietrich Wagner. “Warum Wirtschaftsstudierende (Nicht) Reflektieren. Eine Empirische Untersuchung. ,” 2017.","ama":"Jenert T, Brahm T, Wagner D. Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. . In: ; 2017.","apa":"Jenert, T., Brahm, T., & Wagner, D. (2017). Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. . Presented at the Jahrestagung der Sektion empirische Bildungsforschung der DGFE, Tübingen .","mla":"Jenert, Tobias, et al. Warum Wirtschaftsstudierende (Nicht) Reflektieren. Eine Empirische Untersuchung. . 2017.","bibtex":"@inproceedings{Jenert_Brahm_Wagner_2017, title={Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. }, author={Jenert, Tobias and Brahm, Taiga and Wagner, Dietrich}, year={2017} }"},"year":"2017","title":"Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. ","user_id":"51057","extern":"1","date_created":"2018-09-18T12:38:30Z","status":"public","department":[{"_id":"208"},{"_id":"282"}],"author":[{"first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"full_name":"Wagner, Dietrich","first_name":"Dietrich","last_name":"Wagner"}]},{"place":"Köln","extern":"1","user_id":"51057","title":"Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen","publisher":"Deutsche Gesellschaft für Hochschuldidaktik dghd","author":[{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"},{"last_name":"Barnat","full_name":"Barnat, M.","first_name":"M."},{"last_name":"Salden","full_name":"Salden, P.","first_name":"P."},{"full_name":"Dilger, B.","first_name":"B.","last_name":"Dilger"}],"publication":"Tagungsband DGHD Tagung 2017","department":[{"_id":"208"},{"_id":"282"}],"status":"public","date_created":"2018-09-19T11:06:09Z","_id":"4503","date_updated":"2022-01-06T07:01:07Z","conference":{"start_date":"2017-03-07","name":"46. dghd-Jahrestagung 2017","location":"Köln","end_date":"2017-03-10"},"type":"conference","year":"2017","citation":{"ieee":"T. Jenert, M. Barnat, P. Salden, and B. Dilger, “Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen,” in Tagungsband DGHD Tagung 2017, Köln, 2017.","short":"T. Jenert, M. Barnat, P. Salden, B. Dilger, in: Tagungsband DGHD Tagung 2017, Deutsche Gesellschaft für Hochschuldidaktik dghd, Köln, 2017.","bibtex":"@inproceedings{Jenert_Barnat_Salden_Dilger_2017, place={Köln}, title={Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen}, booktitle={Tagungsband DGHD Tagung 2017}, publisher={Deutsche Gesellschaft für Hochschuldidaktik dghd}, author={Jenert, Tobias and Barnat, M. and Salden, P. and Dilger, B.}, year={2017} }","mla":"Jenert, Tobias, et al. “Struktur, Prozess Oder Didaktik Als Ausgangspunkt? Ein Integratives Modell Der Curriculumentwicklung an Hochschulen.” Tagungsband DGHD Tagung 2017, Deutsche Gesellschaft für Hochschuldidaktik dghd, 2017.","chicago":"Jenert, Tobias, M. Barnat, P. Salden, and B. Dilger. “Struktur, Prozess Oder Didaktik Als Ausgangspunkt? Ein Integratives Modell Der Curriculumentwicklung an Hochschulen.” In Tagungsband DGHD Tagung 2017. Köln: Deutsche Gesellschaft für Hochschuldidaktik dghd, 2017.","apa":"Jenert, T., Barnat, M., Salden, P., & Dilger, B. (2017). Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen. In Tagungsband DGHD Tagung 2017. Köln: Deutsche Gesellschaft für Hochschuldidaktik dghd.","ama":"Jenert T, Barnat M, Salden P, Dilger B. Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen. In: Tagungsband DGHD Tagung 2017. Köln: Deutsche Gesellschaft für Hochschuldidaktik dghd; 2017."}},{"doi":"10.1007/s10734-016-0095-8","date_updated":"2022-01-06T07:01:03Z","title":"The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School","publication_status":"published","publication_identifier":{"issn":["0018-1560","1573-174X"]},"department":[{"_id":"208"},{"_id":"282"}],"issue":"3","intvolume":" 73","_id":"4421","page":"459-478","year":"2016","type":"journal_article","citation":{"chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” Higher Education 73, no. 3 (2016): 459–78. https://doi.org/10.1007/s10734-016-0095-8.","ama":"Brahm T, Jenert T, Wagner D. The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. Higher Education. 2016;73(3):459-478. doi:10.1007/s10734-016-0095-8","apa":"Brahm, T., Jenert, T., & Wagner, D. (2016). The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. Higher Education, 73(3), 459–478. https://doi.org/10.1007/s10734-016-0095-8","mla":"Brahm, Taiga, et al. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” Higher Education, vol. 73, no. 3, Springer Nature, 2016, pp. 459–78, doi:10.1007/s10734-016-0095-8.","bibtex":"@article{Brahm_Jenert_Wagner_2016, title={The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School}, volume={73}, DOI={10.1007/s10734-016-0095-8}, number={3}, journal={Higher Education}, publisher={Springer Nature}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2016}, pages={459–478} }","short":"T. Brahm, T. Jenert, D. Wagner, Higher Education 73 (2016) 459–478.","ieee":"T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School,” Higher Education, vol. 73, no. 3, pp. 459–478, 2016."},"user_id":"51057","abstract":[{"text":"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.","lang":"eng"}],"extern":"1","date_created":"2018-09-18T08:58:54Z","status":"public","volume":73,"keyword":["Transition to higher education","Motivation","Longitudinal study","Socio-cultural factors","Latent change model","Switzerland"],"publication":"Higher Education","publisher":"Springer Nature","author":[{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"first_name":"Tobias","full_name":"Jenert, Tobias","last_name":"Jenert"},{"last_name":"Wagner","first_name":"Dietrich","full_name":"Wagner, Dietrich"}]},{"citation":{"ieee":"I. für W. Autorengruppe, Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. Bern, 2016.","short":"I. für W. Autorengruppe, Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen, Bern, 2016.","bibtex":"@book{Autorengruppe_2016, place={Bern}, title={Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen}, author={Autorengruppe, Institut für Wirtschaftspädagogik}, year={2016} }","mla":"Autorengruppe, Institut für Wirtschaftspädagogik. Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. 2016.","apa":"Autorengruppe, I. für W. (2016). Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. Bern.","ama":"Autorengruppe I für W. Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. Bern; 2016.","chicago":"Autorengruppe, Institut für Wirtschaftspädagogik. Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. Bern, 2016."},"year":"2016","type":"book","_id":"4439","date_updated":"2022-01-06T07:01:03Z","author":[{"first_name":"Institut für Wirtschaftspädagogik","full_name":"Autorengruppe, Institut für Wirtschaftspädagogik","last_name":"Autorengruppe"}],"department":[{"_id":"208"},{"_id":"282"}],"status":"public","date_created":"2018-09-18T11:27:39Z","place":"Bern","abstract":[{"text":"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.\r\nDas Unterrichtskonzept ermöglicht das Erlernen und Trainieren von wichtigen Selbst- und Sozialkompetenzen im Schulunterricht, damit die Lernenden schwierige Herausforderungen in verschiedenen Lebensbereichen besser bewältigen können.\r\nDas 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.\r\nDie 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».\r\n\r\nZielgruppe: Das Unterrichtskonzept dient als Arbeitsinstrument für Abschlussklassen Volksschule und Brückenangebote.","lang":"ger"}],"extern":"1","user_id":"51057","title":"Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen"},{"date_created":"2018-09-18T12:39:35Z","status":"public","department":[{"_id":"208"},{"_id":"282"}],"author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"},{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"last_name":"Gommers","full_name":"Gommers, Luci","first_name":"Luci"},{"last_name":"Kühner","full_name":"Kühner, Patrizia","first_name":"Patrizia"}],"user_id":"51057","title":"A typology of students’ enculturation during the first year at University","abstract":[{"lang":"eng","text":"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.\r\n\r\nInterestingly, 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.\r\n"}],"extern":"1","year":"2016","citation":{"bibtex":"@inproceedings{Jenert_Brahm_Gommers_Kühner_2016, title={A typology of students’ enculturation during the first year at University}, author={Jenert, Tobias and Brahm, Taiga and Gommers, Luci and Kühner, Patrizia}, year={2016} }","mla":"Jenert, Tobias, et al. A Typology of Students’ Enculturation during the First Year at University. 2016.","ama":"Jenert T, Brahm T, Gommers L, Kühner P. A typology of students’ enculturation during the first year at University. In: ; 2016.","apa":"Jenert, T., Brahm, T., Gommers, L., & Kühner, P. (2016). A typology of students’ enculturation during the first year at University. Presented at the The Higher Education Conference 2016, Amsterdam.","chicago":"Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner. “A Typology of Students’ Enculturation during the First Year at University,” 2016.","ieee":"T. Jenert, T. Brahm, L. Gommers, and P. Kühner, “A typology of students’ enculturation during the first year at University,” presented at the The Higher Education Conference 2016, Amsterdam, 2016.","short":"T. Jenert, T. Brahm, L. Gommers, P. Kühner, in: 2016."},"type":"conference","conference":{"name":"The Higher Education Conference 2016","start_date":"2016-07-13","location":"Amsterdam","end_date":"2016-07-15"},"date_updated":"2022-01-06T07:01:05Z","_id":"4460"},{"issue":"1","conference":{"name":"76th Academy of Management Annual Meeting (AOM) 2016 \"Making Organizations Meaningful\"","start_date":"2016-08-05","location":"Anaheim, CA","end_date":"2016-08-09"},"_id":"4461","date_updated":"2022-01-06T07:01:05Z","page":"12056","year":"2016","type":"conference","citation":{"ama":"Winkler C, Fust A, Jenert T. Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective. In: Academy of Management Proceedings. ; 2016:12056.","apa":"Winkler, C., Fust, A., & Jenert, T. (2016). Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective. In Academy of Management Proceedings (p. 12056). Anaheim, CA.","chicago":"Winkler, Christoph, Alexander Fust, and Tobias Jenert. “Differentiating Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.” In Academy of Management Proceedings, 12056, 2016.","mla":"Winkler, Christoph, et al. “Differentiating Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.” Academy of Management Proceedings, no. 1, 2016, p. 12056.","bibtex":"@inproceedings{Winkler_Fust_Jenert_2016, title={Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective}, number={1}, booktitle={Academy of Management Proceedings}, author={Winkler, Christoph and Fust, Alexander and Jenert, Tobias}, year={2016}, pages={12056} }","short":"C. Winkler, A. Fust, T. Jenert, in: Academy of Management Proceedings, 2016, p. 12056.","ieee":"C. Winkler, A. Fust, and T. Jenert, “Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective,” in Academy of Management Proceedings, Anaheim, CA, 2016, no. 1, p. 12056."},"user_id":"51057","title":"Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective","abstract":[{"text":"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.","lang":"eng"}],"extern":"1","date_created":"2018-09-18T12:42:30Z","status":"public","alternative_title":["Academy of Management Annual Meeting Proceedings"],"publication":"Academy of Management Proceedings","department":[{"_id":"208"},{"_id":"282"}],"author":[{"last_name":"Winkler","first_name":"Christoph","full_name":"Winkler, Christoph"},{"first_name":"Alexander","full_name":"Fust, Alexander","last_name":"Fust"},{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"}]},{"citation":{"chicago":"Dilger, Bernadette, Tobias Jenert, and Peter F. E. Sloane. “Studienprogramm-Entwicklung in Unterschiedlichen Spannungsfeldern,” 2016.","apa":"Dilger, B., Jenert, T., & Sloane, P. F. E. (2016). Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern. Presented at the 45. Jahrestagung der DGHD, Bochum.","ama":"Dilger B, Jenert T, Sloane PFE. Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern. In: ; 2016.","bibtex":"@inproceedings{Dilger_Jenert_Sloane_2016, title={Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern}, author={Dilger, Bernadette and Jenert, Tobias and Sloane, Peter F. E.}, year={2016} }","mla":"Dilger, Bernadette, et al. Studienprogramm-Entwicklung in Unterschiedlichen Spannungsfeldern. 2016.","short":"B. Dilger, T. Jenert, P.F.E. Sloane, in: 2016.","ieee":"B. Dilger, T. Jenert, and P. F. E. Sloane, “Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern,” presented at the 45. Jahrestagung der DGHD, Bochum, 2016."},"year":"2016","type":"conference","_id":"4462","date_updated":"2022-01-06T07:01:05Z","conference":{"end_date":"2016-09-23","location":"Bochum","start_date":"2016-09-21","name":"45. Jahrestagung der DGHD"},"status":"public","date_created":"2018-09-18T12:49:32Z","author":[{"first_name":"Bernadette","full_name":"Dilger, Bernadette","last_name":"Dilger"},{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","id":"71994","last_name":"Jenert"},{"full_name":"Sloane, Peter F. E.","first_name":"Peter F. E.","id":"503","last_name":"Sloane"}],"department":[{"_id":"208"},{"_id":"282"}],"title":"Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern","user_id":"51057","extern":"1"},{"language":[{"iso":"ger"}],"type":"book_chapter","citation":{"ama":"Jenert T. Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung. In: Jenert T, Brahm T, Euler D, eds. Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung. Wiesbaden: Springer Verlag ; 2016:26-29.","apa":"Jenert, T. (2016). Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung. In T. Jenert , T. Brahm, & D. Euler (Eds.), Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung (pp. 26–29). Wiesbaden: Springer Verlag .","chicago":"Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung.” In Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, edited by Tobias Jenert , Taiga Brahm, and Dieter Euler , 26–29. Wiesbaden: Springer Verlag , 2016.","mla":"Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung.” Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, edited by Tobias Jenert et al., Springer Verlag , 2016, pp. 26–29.","bibtex":"@inbook{Jenert_2016, place={Wiesbaden}, title={Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung}, booktitle={Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung}, publisher={Springer Verlag }, author={Jenert, Tobias}, editor={Jenert , Tobias and Brahm, Taiga and Euler , DieterEditors}, year={2016}, pages={26–29} }","short":"T. Jenert, in: T. Jenert , T. Brahm, D. Euler (Eds.), Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, Springer Verlag , Wiesbaden, 2016, pp. 26–29.","ieee":"T. Jenert, “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung,” in Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung, T. Jenert , T. Brahm, and D. Euler , Eds. Wiesbaden: Springer Verlag , 2016, pp. 26–29."},"year":"2016","page":"26-29 ","date_updated":"2022-01-06T07:01:07Z","_id":"4507","status":"public","date_created":"2018-09-19T11:32:57Z","editor":[{"full_name":"Jenert , Tobias","first_name":"Tobias","last_name":"Jenert "},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"first_name":"Dieter","full_name":"Euler , Dieter","last_name":"Euler "}],"publication_identifier":{"isbn":["978-3-658-12067-2"]},"author":[{"first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"}],"publisher":"Springer Verlag ","department":[{"_id":"208"},{"_id":"282"}],"publication":"Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung","user_id":"51057","title":"Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung","place":"Wiesbaden","extern":"1"},{"year":"2016","citation":{"mla":"Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich., 2016.","bibtex":"@inproceedings{Jenert_2016, title={Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung}, booktitle={ Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.}, author={Jenert, Tobias}, year={2016} }","ama":"Jenert T. Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung. In: Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich. ; 2016.","apa":"Jenert, T. (2016). Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung. In Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich. Linz.","chicago":"Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” In Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich., 2016.","ieee":"T. Jenert, “Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung,” in Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich., Linz, 2016.","short":"T. Jenert, in: Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich., 2016."},"type":"conference","conference":{"location":"Linz"},"_id":"4533","date_updated":"2022-01-06T07:01:09Z","department":[{"_id":"208"},{"_id":"282"}],"publication":" Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.","author":[{"id":"71994","last_name":"Jenert","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"}],"date_created":"2018-09-20T09:17:23Z","status":"public","extern":"1","user_id":"51057","title":"Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung"},{"language":[{"iso":"eng"}],"page":"106","year":"2016","citation":{"bibtex":"@book{Euler_Sloane_Fäckeler_Jenert_Losch_Meier_Meier_Rüschen_Schröder_2016, place={Detmold}, title={Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen}, publisher={EUSL}, author={Euler, Dieter and Sloane, Peter F. E. and Fäckeler, Sina and Jenert, Tobias Johannes and Losch, Simone and Meier, Christoph and Meier, Karin and Rüschen, Eva and Schröder, Helmut}, year={2016} }","mla":"Euler, Dieter, et al. Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen. EUSL, 2016.","chicago":"Euler, Dieter, Peter F. E. Sloane, Sina Fäckeler, Tobias Johannes Jenert, Simone Losch, Christoph Meier, Karin Meier, Eva Rüschen, and Helmut Schröder. Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen. Detmold: EUSL, 2016.","ama":"Euler D, Sloane PFE, Fäckeler S, et al. Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen. EUSL; 2016.","apa":"Euler, D., Sloane, P. F. E., Fäckeler, S., Jenert, T. J., Losch, S., Meier, C., Meier, K., Rüschen, E., & Schröder, H. (2016). Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen. EUSL.","ieee":"D. Euler et al., Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen. Detmold: EUSL, 2016.","short":"D. Euler, P.F.E. Sloane, S. Fäckeler, T.J. Jenert, S. Losch, C. Meier, K. Meier, E. Rüschen, H. Schröder, Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen, EUSL, Detmold, 2016."},"type":"book","date_updated":"2023-10-16T10:12:22Z","_id":"4639","date_created":"2018-10-11T07:33:36Z","status":"public","publication_identifier":{"isbn":["978-3-940625-56-4"]},"department":[{"_id":"209"},{"_id":"282"},{"_id":"208"}],"author":[{"full_name":"Euler, Dieter","first_name":"Dieter","last_name":"Euler"},{"id":"503","last_name":"Sloane","full_name":"Sloane, Peter F. E.","first_name":"Peter F. E."},{"full_name":"Fäckeler, Sina","first_name":"Sina","last_name":"Fäckeler"},{"full_name":"Jenert, Tobias Johannes","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias Johannes","id":"71994","last_name":"Jenert"},{"id":"9856","last_name":"Losch","full_name":"Losch, Simone","first_name":"Simone"},{"full_name":"Meier, Christoph","first_name":"Christoph","last_name":"Meier"},{"last_name":"Meier","full_name":"Meier, Karin","first_name":"Karin"},{"full_name":"Rüschen, Eva","first_name":"Eva","last_name":"Rüschen"},{"full_name":"Schröder, Helmut","first_name":"Helmut","id":"37232","last_name":"Schröder"}],"publisher":"EUSL","user_id":"14931","title":"Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen","abstract":[{"text":"Bildung findet auf kommunaler Ebene statt. Dies ist der Ort, an dem ganz unterschiedliche Maßnahmen durchgeführt werden, die entweder nach Landesrecht, Bundesrecht oder nach den Vorschriften der Kammern reguliert sind oder aber aufgrund von privatrechtlichen Vereinbarungen zustande kommen. Kommunen sind dabei kein neutraler ‚Austragungsort’ von Bildung. Vielmehr ist das kommunale Bildungsangebot eine ganz wesentliche Größe, wenn es um die Entwicklung von Kommunen geht. Die Attraktivität und die Prosperität einer Stadt oder Gemeinde ist letztlich auch davon abhängig, welche Bildungsangebote sie den Bürgern, aber auch den Betrieben, Verbänden usw. machen kann. So gesehen hat kommunales Bildungsmanagement eine sehr zentrale Funktion zur Unterstützung und Koordination von Bildungsmaßnahmen vor Ort.\r\n\r\nVon 2009 bis 2014 hat der Bund mit dem Programm ‚Lernen vor Ort’ den Aufbau eines kommunalen Bildungsmanagements in 36 Kreisen und kreisfreien Städten gefördert. Die vorliegende Studie analysiert die dabei gewonnenen Erfahrungen, verdichtet diese zu einem Konzept des kommunalen Bildungsmanagements und zeigt auf, wie ein erfolgreiches kommunales Bildungsmanagement gewinnbringend auf andere Kommunen transferiert werden kann.","lang":"eng"}],"place":"Detmold"},{"_id":"4422","date_updated":"2022-01-06T07:01:03Z","year":"2015","type":"book","citation":{"ieee":"T. Jenert, L. Postareff, T. Brahm, and S. Lindblom-Ylänne, Enculturation and development of beginning students. 2015.","short":"T. Jenert, L. Postareff, T. Brahm, S. Lindblom-Ylänne, Enculturation and Development of Beginning Students, 2015.","bibtex":"@book{Jenert_Postareff_Brahm_Lindblom-Ylänne_2015, title={Enculturation and development of beginning students}, author={Jenert, Tobias and Postareff, Liisa and Brahm, Taiga and Lindblom-Ylänne, Sari}, year={2015} }","mla":"Jenert, Tobias, et al. Enculturation and Development of Beginning Students. 2015.","ama":"Jenert T, Postareff L, Brahm T, Lindblom-Ylänne S. Enculturation and Development of Beginning Students.; 2015.","apa":"Jenert, T., Postareff, L., Brahm, T., & Lindblom-Ylänne, S. (2015). Enculturation and development of beginning students.","chicago":"Jenert, Tobias, Liisa Postareff, Taiga Brahm, and Sari Lindblom-Ylänne. Enculturation and Development of Beginning Students, 2015."},"extern":"1","title":"Enculturation and development of beginning students","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert"},{"first_name":"Liisa","full_name":"Postareff, Liisa","last_name":"Postareff"},{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"last_name":"Lindblom-Ylänne","first_name":"Sari","full_name":"Lindblom-Ylänne, Sari"}],"date_created":"2018-09-18T09:02:25Z","status":"public"},{"_id":"4437","date_updated":"2022-01-06T07:01:03Z","citation":{"ieee":"T. Brahm, T. Jenert, and D. Euler, Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung. 2015.","short":"T. Brahm, T. Jenert, D. Euler, Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung, 2015.","mla":"Brahm, Taiga, et al. Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung. 2015.","bibtex":"@book{Brahm_Jenert_Euler_2015, title={Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter}, year={2015} }","apa":"Brahm, T., Jenert, T., & Euler, D. (2015). Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung.","ama":"Brahm T, Jenert T, Euler D. Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung.; 2015.","chicago":"Brahm, Taiga, Tobias Jenert, and Dieter Euler. Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung, 2015."},"type":"book","year":"2015","title":"Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung","user_id":"51057","extern":"1","abstract":[{"lang":"ger","text":"Der Sammelband befasst sich mit einem umfassenden Ansatz zur Verbesserung der Qualität von Lehre und Studium. Mit dem Konzept der pädagogischen Hochschulentwicklung plädieren die AutorInnen dafür, bei der Umsetzung von Veränderungsprojekten die verschiedenen Ebenen der Hochschule zu verschränken. Zum Beispiel sollten Initiativen, die eine Lehrveranstaltung betreffen, idealerweise die (Aus )Wirkungen auf den Ebenen der Studienprogramme und der Organisation berücksichtigen und aktiv gestalten. Die einzelnen Beiträge stellen beispielhafte Initiativen aus unterschiedlichen Disziplinen und Hochschulformen dar und illustrieren, wie die genannten Ebenen in der praktischen Umsetzung verzahnt werden können. "}],"status":"public","date_created":"2018-09-18T11:18:10Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"},{"first_name":"Dieter","full_name":"Euler, Dieter","last_name":"Euler"}],"department":[{"_id":"208"},{"_id":"282"}]},{"status":"public","date_created":"2018-09-18T11:41:40Z","author":[{"last_name":"Jenert","full_name":"Jenert, Tobias","first_name":"Tobias"},{"first_name":"Liisa","full_name":"Postareff, Liisa","last_name":"Postareff"},{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"first_name":"Sari","full_name":"Lindblom-Ylänne, Sari","last_name":"Lindblom-Ylänne"}],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","title":"Enculturation and development of beginning students","abstract":[{"text":"Starting with this issue, the ZFHE will publish one English-speaking edition per year on a topic of international interest, in order to disseminate German-language research results beyond our borders and to encourage discussion in an international context. This first English-language edition focuses on the experiences and the academic socialization of first-year university students. The articles offer both diagnoses and differentiations in terms of different types of first-year students, as well as highlighting their experiences and development during their introduction to the academic environment and examining connections between their academic development and the existing educational environment.","lang":"eng"}],"extern":"1","year":"2015","type":"book","citation":{"ama":"Jenert T, Postareff L, Brahm T, Lindblom-Ylänne S. Enculturation and Development of Beginning Students.; 2015.","apa":"Jenert, T., Postareff, L., Brahm, T., & Lindblom-Ylänne, S. (2015). Enculturation and development of beginning students.","chicago":"Jenert, Tobias, Liisa Postareff, Taiga Brahm, and Sari Lindblom-Ylänne. Enculturation and Development of Beginning Students, 2015.","mla":"Jenert, Tobias, et al. Enculturation and Development of Beginning Students. 2015.","bibtex":"@book{Jenert_Postareff_Brahm_Lindblom-Ylänne_2015, title={Enculturation and development of beginning students}, author={Jenert, Tobias and Postareff, Liisa and Brahm, Taiga and Lindblom-Ylänne, Sari}, year={2015} }","short":"T. Jenert, L. Postareff, T. Brahm, S. Lindblom-Ylänne, Enculturation and Development of Beginning Students, 2015.","ieee":"T. Jenert, L. Postareff, T. Brahm, and S. Lindblom-Ylänne, Enculturation and development of beginning students. 2015."},"date_updated":"2022-01-06T07:01:04Z","_id":"4445"},{"keyword":["Quantitative methods","Student learning","Emotion and Cognition","Social sciences","Higher education","Motivation and Emotion","Fear of Failure"],"department":[{"_id":"208"},{"_id":"282"}],"author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"last_name":"Jenert","id":"71994","first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646"},{"last_name":"Wagner","full_name":"Wagner, Dietrich","first_name":"Dietrich"}],"date_created":"2018-09-18T12:52:45Z","status":"public","abstract":[{"lang":"eng","text":"Academic success in Higher Education is influenced by a number of different factors. This paper tackles the question if the individual levels of motivation, anxiety, enjoyment and self-efficacy, measured immediately before entering university, influence the probability of academic success. Former studies have shown an influence of the high school grade, the learning environment and motivational variables. They do not investigate, however, the individual levels of the mentioned constructs before the beginning of the studies. This research was conducted at the University of St. Gallen/Switzerland. The sample includes 695 first-year students who provided information about the individual level of the mentioned constructs. \r\nDescriptive statistics show that on average the students are highly motivated, have a high level of self-efficacy and are looking forward to their studies before their beginning. Yet, there are students who have a high level of fear of failure in the study in spite of their high motivation and self-efficacy. A logistic regression shows that there is a significant effect of fear of failure on the probability of study success. This paper shows that fear of failure can increase the probability of academic failure and thus become a self-fulfilling prophecy. It confirms fear as an important factor for academic success. Furthermore, other important factors for academic success, for example the high school grade, could be confirmed in this study"}],"extern":"1","user_id":"51057","title":"The self-fulfilling prophecy of fear of academic failure","citation":{"apa":"Brahm, T., Jenert, T., & Wagner, D. (2015). The self-fulfilling prophecy of fear of academic failure. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.","ama":"Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic failure. In: ; 2015.","chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling Prophecy of Fear of Academic Failure,” 2015.","mla":"Brahm, Taiga, et al. The Self-Fulfilling Prophecy of Fear of Academic Failure. 2015.","bibtex":"@inproceedings{Brahm_Jenert_Wagner_2015, title={The self-fulfilling prophecy of fear of academic failure}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2015} }","short":"T. Brahm, T. Jenert, D. Wagner, in: 2015.","ieee":"T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear of academic failure,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015."},"year":"2015","type":"conference","conference":{"name":"16th Biennial EARLI Conference for Research on Learning and Instruction","start_date":"2015-08-25","location":"Zypern","end_date":"2015-08-29"},"_id":"4463","date_updated":"2022-01-06T07:01:05Z"},{"author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"full_name":"Wagner, Dietrich","first_name":"Dietrich","last_name":"Wagner"},{"first_name":"Tobias","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"}],"keyword":["Quantitative methods","Self-efficacy","Higher education","Motivation and Emotion"],"department":[{"_id":"208"},{"_id":"282"}],"status":"public","date_created":"2018-09-18T12:56:31Z","extern":"1","abstract":[{"lang":"eng","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."}],"title":"A person-centred approach to students' transition into Higher Education","user_id":"51057","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.","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} }","mla":"Brahm, Taiga, et al. A Person-Centred Approach to Students’ Transition into Higher Education. 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","year":"2015","date_updated":"2022-01-06T07:01:05Z","_id":"4464","conference":{"location":"Zypern","name":"16th Biennial EARLI Conference for Research on Learning and Instruction","start_date":"2015-08-25","end_date":"2015-08-29"}},{"conference":{"name":"The Annual Meeting of the Academy of Management","start_date":"2015-08-07","location":"Vancouver","end_date":"2015-08-11"},"_id":"4466","date_updated":"2022-01-06T07:01:05Z","issue":"1","page":"12649","type":"conference","year":"2015","citation":{"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.","short":"T. Brahm, T. Jenert, D. Wagner, in: Academy of Management Proceedings, 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} }","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.","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."},"abstract":[{"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","lang":"eng"}],"extern":"1","user_id":"51057","title":"The crucial first year: Students’ motivation at a Swiss Business School--a longitudinal study","publication":"Academy of Management Proceedings","department":[{"_id":"208"},{"_id":"282"}],"author":[{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"id":"71994","last_name":"Jenert","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"},{"first_name":"Dietrich","full_name":"Wagner, Dietrich","last_name":"Wagner"}],"date_created":"2018-09-18T13:04:20Z","status":"public"},{"date_updated":"2022-01-06T07:01:05Z","_id":"4467","conference":{"location":"Hannover","name":"Jahrestagung der Sektion Erwachsenenbildung der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) 2015","start_date":"2015-09-29","end_date":"2015-10-01"},"language":[{"iso":"eng"}],"year":"2015","type":"conference","citation":{"short":"T. Jenert, G. Reinmann, in: Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE, 2015.","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.","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.","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} }"},"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":[{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"},{"full_name":"Reinmann, Gabi","first_name":"Gabi","last_name":"Reinmann"}],"keyword":["Methodologie","Lernforschung","hochschuldidaktische Forschung","Higher Education"],"department":[{"_id":"208"},{"_id":"282"}],"publication":"Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE"},{"year":"2015","type":"conference","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.","ama":"Wagner D, Jenert T. Zwischen\" netten\" Tools und\" {\\\"U}berdidaktisierung\": Neue Medien in der Hochschuldidaktik. In: ; 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.","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."},"conference":{"end_date":"2015-03-06","location":"Paderborn","name":"44. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik (dghd)","start_date":"2015-03-03"},"_id":"4469","date_updated":"2022-01-06T07:01:05Z","date_created":"2018-09-18T13:24:56Z","status":"public","department":[{"_id":"208"},{"_id":"282"}],"keyword":["Neue Medien","Hochschuldidaktik","Studierende","Innovation in der Lehre"],"author":[{"last_name":"Wagner","first_name":"Dietrich","full_name":"Wagner, Dietrich"},{"id":"71994","last_name":"Jenert","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"}],"user_id":"51057","title":"Zwischen\" netten\" Tools und\" {\\\"U}berdidaktisierung\": Neue Medien in der Hochschuldidaktik","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"},{"language":[{"iso":"eng"}],"date_updated":"2024-03-21T14:43:34Z","publication_identifier":{"issn":["1041-6080"]},"department":[{"_id":"208"},{"_id":"282"}],"title":"On the assessment of attitudes towards studying—development and validation of a questionnaire","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.","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} }","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."},"type":"journal_article","year":"2015","page":"233 - 242","_id":"4423","intvolume":" 43","status":"public","date_created":"2018-09-18T09:07:26Z","volume":43,"publisher":"Elsevier","quality_controlled":"1","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"}],"publication":"Learning and individual differences : journal of psychology and education","keyword":["Attitude","Student learning","Higher Education Institution","university","student experience"],"user_id":"71994","abstract":[{"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.","lang":"eng"}],"extern":"1"},{"volume":9,"date_created":"2018-09-18T09:09:41Z","status":"public","publication":"Zeitschrift für Hochschulentwicklung","keyword":["Programmentwicklung","Studienprogramme","program development","educational development","academic culture","disciplinary culture"],"department":[{"_id":"208"},{"_id":"282"}],"author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert"}],"publisher":"Forum Neue Medien in der Lehre Austria","title":"Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture","user_id":"51057","extern":"1","abstract":[{"lang":"eng","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."}],"page":"1-12","year":"2014","citation":{"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.","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} }","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.","chicago":"Jenert, Tobias. “Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture.” Zeitschrift Für Hochschulentwicklung 9, no. 2 (2014): 1–12."},"type":"journal_article","issue":"2","_id":"4424","intvolume":" 9","date_updated":"2022-01-06T07:01:03Z"},{"year":"2014","type":"conference","citation":{"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.","short":"T. Brahm, F. Zellweger, T. Jenert, G. Thomann, in: 2014.","mla":"Brahm, Taiga, et al. 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} }","chicago":"Brahm, Taiga, Franziska Zellweger, Tobias Jenert, and Geri Thomann. “Developing Study Programs as a Continuous Task-the Role of Educational Developers,” 2014.","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."},"conference":{"location":"Stockholm","name":"ICED 2014 : Educational Development in a Changing World","start_date":"2014-06-16","end_date":"2014-0618"},"_id":"4470","date_updated":"2022-01-06T07:01:06Z","department":[{"_id":"208"},{"_id":"282"}],"keyword":["curriculum development","study programs","Bologna","educational development","higher education"],"author":[{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"last_name":"Zellweger","full_name":"Zellweger, Franziska","first_name":"Franziska"},{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","last_name":"Jenert","id":"71994"},{"first_name":"Geri","full_name":"Thomann, Geri","last_name":"Thomann"}],"alternative_title":["Educational Development in a Changing World"],"date_created":"2018-09-18T13:30:30Z","status":"public","extern":"1","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."}],"title":"Developing study programs as a continuous task-the role of educational developers","user_id":"51057"},{"user_id":"51057","title":"Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie","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","date_created":"2018-09-18T13:38:33Z","status":"public","keyword":["Motivationsentwicklung","Hochschule","motivation","Längsschnitt","Mixed Methods"],"department":[{"_id":"208"},{"_id":"282"}],"author":[{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"}],"conference":{"end_date":"2014-03-05","start_date":"2014-03-03","name":"2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)","location":"Frankfurt am Main "},"date_updated":"2022-01-06T07:01:06Z","_id":"4472","type":"conference","year":"2014","citation":{"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.","ama":"Jenert T, Brahm T. Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie. In: ; 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 .","chicago":"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} }","mla":"Jenert, Tobias, and Taiga Brahm. Entwicklung Der Motivation von Studierenden Der Wirtschafts-Wissenschaften Im Ersten Studienjahr-Eine Mixed-Methods-Studie. 2014."}},{"type":"conference","year":"2014","citation":{"chicago":"Fust, Alexander, and Tobias Jenert. “Self-Regulation and Entrepreneurial Learning,” 2014.","ama":"Fust A, Jenert T. Self-Regulation and Entrepreneurial Learning. In: ; 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 .","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."},"conference":{"end_date":"2014-06-14","location":"Dublin ","name":"59th World Conference of the International Council for Small Business (ICSB)","start_date":"2014-06-11"},"_id":"4473","date_updated":"2022-01-06T07:01:06Z","department":[{"_id":"208"},{"_id":"282"}],"keyword":["Unternehmertum","lernen"],"author":[{"full_name":"Fust, Alexander","first_name":"Alexander","last_name":"Fust"},{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"}],"date_created":"2018-09-19T08:03:27Z","status":"public","abstract":[{"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.","lang":"eng"}],"extern":"1","user_id":"51057","title":"Self-Regulation and Entrepreneurial Learning"},{"title":"The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study","user_id":"51057","extern":"1","abstract":[{"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.","lang":"eng"}],"date_created":"2018-09-19T08:06:46Z","status":"public","keyword":["motivation","business school","higher education","latent growth curve model","longitudinal study","mixed methods","interview","students"],"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"}],"conference":{"name":"SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014","start_date":"2014-08-20","location":"Leuven","end_date":"2014-08-22"},"date_updated":"2022-01-06T07:01:06Z","_id":"4474","citation":{"chicago":"Brahm, Taiga, and Tobias Jenert. “The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study,” 2014.","ama":"Brahm T, Jenert T. The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. In: ; 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.","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} }","short":"T. Brahm, T. Jenert, in: 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."},"type":"conference","year":"2014"}]