[{"date_updated":"2024-10-01T09:52:43Z","year":"2023","status":"public","title":"Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration)","author":[{"full_name":"Sloane, Hannah Sabrina","first_name":"Hannah Sabrina","last_name":"Sloane","id":"48206"},{"last_name":"Schmöckel","first_name":"Sabrina","full_name":"Schmöckel, Sabrina","id":"37149"}],"conference":{"end_date":"2023-11-24","location":"Belfast","start_date":"2023-11-22","name":"EAPRIL 2023"},"user_id":"48206","alternative_title":["Vortrag auf der EAPRIL conference 2023"],"_id":"52866","language":[{"iso":"eng"}],"project":[{"_id":"608","name":"DigiSelF: DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre: Einsatz digitaler Hilfsmittel zur Förderung von Selbststeuerung"}],"citation":{"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} }","ama":"Sloane HS, Schmöckel S. Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration). In: ; 2023.","short":"H.S. Sloane, S. Schmöckel, in: 2023.","chicago":"Sloane, Hannah Sabrina, and Sabrina Schmöckel. “Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration),” 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.","mla":"Sloane, Hannah Sabrina, and Sabrina Schmöckel. <i>Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration)</i>. 2023.","apa":"Sloane, H. S., &#38; Schmöckel, S. (2023). <i>Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration)</i>. EAPRIL 2023, Belfast."},"type":"conference","department":[{"_id":"208"},{"_id":"424"},{"_id":"282"}],"date_created":"2024-03-25T14:41:39Z"},{"issue":"6","publication":"Higher Education","abstract":[{"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.","lang":"eng"}],"date_created":"2023-10-05T09:25:30Z","department":[{"_id":"282"},{"_id":"208"},{"_id":"640"}],"type":"journal_article","keyword":["Dual study programmes · Curricular integration · Curriculum theory · Empirical typology · Cluster analysis · Germany"],"author":[{"first_name":"Lisa","last_name":"Mordhorst","full_name":"Mordhorst, Lisa","id":"81839"},{"full_name":"Jenert, Tobias","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"}],"publication_identifier":{"issn":["0018-1560","1573-174X"]},"title":"Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany","year":"2022","intvolume":"        85","article_type":"original","date_updated":"2025-12-08T10:44:17Z","publication_status":"published","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://doi.org/10.1007/s10734-022-00889-7"}],"doi":"10.1007/s10734-022-00889-7","citation":{"mla":"Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes in Germany.” <i>Higher Education</i>, vol. 85, no. 6, Springer Science and Business Media LLC, 2022, pp. 1257–79, doi:<a href=\"https://doi.org/10.1007/s10734-022-00889-7\">10.1007/s10734-022-00889-7</a>.","ama":"Mordhorst L, Jenert T. Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany. <i>Higher Education</i>. 2022;85(6):1257-1279. doi:<a href=\"https://doi.org/10.1007/s10734-022-00889-7\">10.1007/s10734-022-00889-7</a>","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={<a href=\"https://doi.org/10.1007/s10734-022-00889-7\">10.1007/s10734-022-00889-7</a>}, number={6}, journal={Higher Education}, publisher={Springer Science and Business Media LLC}, author={Mordhorst, Lisa and Jenert, Tobias}, year={2022}, pages={1257–1279} }","apa":"Mordhorst, L., &#38; Jenert, T. (2022). Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany. <i>Higher Education</i>, <i>85</i>(6), 1257–1279. <a href=\"https://doi.org/10.1007/s10734-022-00889-7\">https://doi.org/10.1007/s10734-022-00889-7</a>","ieee":"L. Mordhorst and T. Jenert, “Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany,” <i>Higher Education</i>, vol. 85, no. 6, pp. 1257–1279, 2022, doi: <a href=\"https://doi.org/10.1007/s10734-022-00889-7\">10.1007/s10734-022-00889-7</a>.","chicago":"Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes in Germany.” <i>Higher Education</i> 85, no. 6 (2022): 1257–79. <a href=\"https://doi.org/10.1007/s10734-022-00889-7\">https://doi.org/10.1007/s10734-022-00889-7</a>.","short":"L. Mordhorst, T. Jenert, Higher Education 85 (2022) 1257–1279."},"quality_controlled":"1","status":"public","_id":"47627","publisher":"Springer Science and Business Media LLC","page":"1257-1279","volume":85,"user_id":"71994"},{"date_created":"2019-03-19T07:42:11Z","type":"conference","department":[{"_id":"208"},{"_id":"282"}],"citation":{"chicago":"Jenert, Tobias. “Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender,” 2019.","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 .","bibtex":"@inproceedings{Jenert_2019, title={Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender}, author={Jenert, Tobias}, year={2019} }","ama":"Jenert T. Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender. In: ; 2019.","mla":"Jenert, Tobias. <i>Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender</i>. 2019."},"language":[{"iso":"ger"}],"_id":"8520","user_id":"51057","title":"Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender","year":"2019","status":"public","conference":{"end_date":"2018-04-09","start_date":"2019-04-08","name":"Tagung Reflexivität in allen Phasen der Lehrerbildung der Giessener Offensive Lehrerbildung, ","location":"Gießen "},"author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias","id":"71994"}],"date_updated":"2022-01-06T07:03:56Z"},{"date_created":"2019-03-19T07:39:03Z","type":"conference","department":[{"_id":"208"},{"_id":"282"}],"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.","apa":"Jenert, T., &#38; Brahm , T. (2019). <i>Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline</i>. EARLI Biennial Conference, Aachen.","short":"T. Jenert, T. Brahm , in: 2019.","chicago":"Jenert, Tobias, and Taiga Brahm . “Fostering Pre-Service Economics Teachers´ Reflection on Their Attitudes towards the Discipline,” 2019.","mla":"Jenert, Tobias, and Taiga Brahm . <i>Fostering Pre-Service Economics Teachers´ Reflection on Their Attitudes towards the Discipline</i>. 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} }","ama":"Jenert T, Brahm  T. Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline. In: ; 2019."},"quality_controlled":"1","_id":"8519","language":[{"iso":"eng"}],"user_id":"71994","year":"2019","title":"Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline","status":"public","author":[{"full_name":"Jenert, Tobias","last_name":"Jenert","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","id":"71994"},{"first_name":"Taiga","last_name":"Brahm ","full_name":"Brahm , Taiga"}],"conference":{"name":"EARLI Biennial Conference","start_date":"2019-08-12","location":"Aachen","end_date":"2019-08-16"},"date_updated":"2022-08-17T09:51:20Z"},{"citation":{"apa":"Jenert, T., Reinmann, G., &#38; Schmohl, T. (2018). <i>Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik</i>.","ieee":"T. Jenert, G. Reinmann, and T. Schmohl, <i>Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik</i>. 2018.","chicago":"Jenert, Tobias, Gabi Reinmann, and Tobias Schmohl. <i>Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik</i>, 2018.","short":"T. Jenert, G. Reinmann, T. Schmohl, Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik, 2018.","mla":"Jenert, Tobias, et al. <i>Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik</i>. 2018.","ama":"Jenert T, Reinmann G, Schmohl T. <i>Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik</i>.; 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} }"},"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"}],"date_created":"2018-09-18T11:34:39Z","department":[{"_id":"208"},{"_id":"282"}],"type":"book","author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert"},{"full_name":"Reinmann, Gabi","last_name":"Reinmann","first_name":"Gabi"},{"full_name":"Schmohl, Tobias","last_name":"Schmohl","first_name":"Tobias"}],"year":"2018","title":"Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik","status":"public","date_updated":"2022-01-06T07:01:04Z","_id":"4441","user_id":"51057"},{"publication":"Academy of Management Proceedings","issue":"1","citation":{"apa":"Jenert, T., Wagner, D., Gommers, L., &#38; Brahm, T. (2018). Developing Undergraduate Management Students ‘Reflection Capabilities’’.’ In <i>Academy of Management Proceedings</i> (p. 10602).","ieee":"T. Jenert, D. Wagner, L. Gommers, and T. Brahm, “Developing Undergraduate Management Students ‘Reflection Capabilities’’,’” in <i>Academy of Management Proceedings</i>, 2018, no. 1, p. 10602.","short":"T. Jenert, D. Wagner, L. Gommers, T. Brahm, in: Academy of Management Proceedings, 2018, p. 10602.","chicago":"Jenert, Tobias, Dietrich Wagner, Luci Gommers, and Taiga Brahm. “Developing Undergraduate Management Students ‘Reflection Capabilities’’.’” In <i>Academy of Management Proceedings</i>, 10602, 2018.","mla":"Jenert, Tobias, et al. “Developing Undergraduate Management Students ‘Reflection Capabilities’’.’” <i>Academy of Management Proceedings</i>, no. 1, 2018, p. 10602.","ama":"Jenert T, Wagner D, Gommers L, Brahm T. Developing Undergraduate Management Students ‘Reflection Capabilities’’.’ In: <i>Academy of Management Proceedings</i>. ; 2018:10602.","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} }"},"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","type":"conference","department":[{"_id":"208"},{"_id":"282"}],"title":"Developing Undergraduate Management Students ‘Reflection Capabilities'","status":"public","year":"2018","author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"},{"last_name":"Wagner","first_name":"Dietrich","full_name":"Wagner, Dietrich"},{"first_name":"Luci","last_name":"Gommers","full_name":"Gommers, Luci"},{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"}],"conference":{"name":"78th Annual Meeting of the Academy of Management ","start_date":"2018-08-10","end_date":"2018-08-14"},"date_updated":"2022-01-06T07:01:05Z","page":"10602","_id":"4453","user_id":"51057"},{"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"}],"publication":"Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik","citation":{"short":"T. Jenert, 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 <i>Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik</i>, 149–66. Springer Verlag, 2018.","apa":"Jenert, T. (2018). ,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung. In <i>Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik</i> (pp. 149–166). Springer Verlag.","ieee":"T. Jenert, “,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung,” in <i>Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik</i>, Springer Verlag, 2018, pp. 149–166.","ama":"Jenert T. ,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung. In: <i>Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik</i>. Springer Verlag; 2018:149-166.","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.” <i>Theorie Und Praxis Der Hochschulbildungsforschung: Theoretische, Methodologische Und Methodische Denkanstöße Für Die Hochschuldidaktik</i>, Springer Verlag, 2018, pp. 149–66."},"type":"book_chapter","department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-19T09:33:00Z","date_updated":"2022-01-06T07:01:07Z","year":"2018","title":",Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung","status":"public","author":[{"id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","last_name":"Jenert","full_name":"Jenert, Tobias"}],"publication_identifier":{"isbn":["978-3-658-20308-5"]},"user_id":"51057","page":"149-166","publisher":"Springer Verlag","_id":"4500"},{"citation":{"mla":"Jenert, Tobias, et al. “Struktur, Prozess Oder Didaktik Als Ausgangspunkt? Ein Integratives Modell Der Curriculumentwicklung an Hochschulen.” <i>Blickpunkt Hochschuldidaktik</i>, Bertelsmann , 2018, pp. 149–64.","ama":"Jenert T, Barnat M, Salden P, Dilger B. Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen. In: <i>Blickpunkt Hochschuldidaktik</i>. Bielefeld: Bertelsmann ; 2018:149-164.","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} }","apa":"Jenert, T., Barnat, M., Salden, P., &#38; Dilger, B. (2018). Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen. In <i>Blickpunkt Hochschuldidaktik</i> (pp. 149–164). Bielefeld: Bertelsmann .","ieee":"T. Jenert, M. Barnat, P. Salden, and B. Dilger, “Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen,” in <i>Blickpunkt Hochschuldidaktik</i>, Bielefeld: Bertelsmann , 2018, pp. 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 <i>Blickpunkt Hochschuldidaktik</i>, 149–64. Bielefeld: Bertelsmann , 2018.","short":"T. Jenert, M. Barnat, P. Salden, B. Dilger, in: Blickpunkt Hochschuldidaktik, Bertelsmann , Bielefeld, 2018, pp. 149–164."},"publication":"Blickpunkt Hochschuldidaktik","department":[{"_id":"208"},{"_id":"282"}],"type":"book_chapter","date_created":"2018-09-19T11:17:11Z","place":"Bielefeld","date_updated":"2022-01-06T07:01:07Z","author":[{"id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"},{"full_name":"Barnat, M.","first_name":"M.","last_name":"Barnat"},{"last_name":"Salden","first_name":"P.","full_name":"Salden, P."},{"first_name":"B.","last_name":"Dilger","full_name":"Dilger, B."}],"status":"public","year":"2018","title":"Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen","user_id":"51057","publisher":"Bertelsmann ","_id":"4505","page":"149-164"},{"language":[{"iso":"ger"}],"series_title":"Theorie und Praxis der Schreibwissenschaft ","intvolume":"         3","date_updated":"2022-01-06T07:01:07Z","author":[{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","last_name":"Jenert","id":"71994"}],"publication_identifier":{"isbn":["978-3-7639-5806-1"]},"year":"2018","title":"Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. ","department":[{"_id":"208"},{"_id":"282"}],"type":"book_chapter","date_created":"2018-09-19T11:24:24Z","publication":"Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre","editor":[{"full_name":"Dreifürst, Stephanie","last_name":"Dreifürst","first_name":"Stephanie"},{"full_name":"Liebetanz, Franziska","first_name":"Franziska","last_name":"Liebetanz"},{"last_name":"Voigt","first_name":"Anja","full_name":"Voigt, Anja"}],"volume":3,"user_id":"51057","publisher":"WBV","_id":"4506","page":"26-29","status":"public","place":"Bielefeld","citation":{"mla":"Jenert, Tobias. “Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. .” <i>Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre</i>, edited by Stephanie Dreifürst et al., vol. 3, WBV, 2018, pp. 26–29.","ama":"Jenert T. Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. . In: Dreifürst S, Liebetanz F, Voigt A, eds. <i>Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre</i>. Vol 3. Theorie und Praxis der Schreibwissenschaft . Bielefeld: WBV; 2018:26-29.","bibtex":"@inbook{Jenert_2018, place={Bielefeld}, series={Theorie und Praxis der Schreibwissenschaft }, title={Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. }, volume={3}, booktitle={Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre}, publisher={WBV}, author={Jenert, Tobias}, editor={Dreifürst, Stephanie and Liebetanz, Franziska and Voigt, AnjaEditors}, year={2018}, pages={26–29}, collection={Theorie und Praxis der Schreibwissenschaft } }","apa":"Jenert, T. (2018). Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. . In S. Dreifürst, F. Liebetanz, &#38; 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. We argue for an explanation of entrepreneurial learning as a dynamic and self-regulated process that relies on planning, monitoring, and self-reflection."}],"language":[{"iso":"eng"}],"author":[{"full_name":"Fust, Alexander Paul","last_name":"Fust","first_name":"Alexander Paul"},{"full_name":"Jenert, Tobias","last_name":"Jenert","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","id":"71994"},{"full_name":"Winkler, Christoph","last_name":"Winkler","first_name":"Christoph"}],"publication_identifier":{"unknown":["2194-6175"]},"year":"2018","title":"Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes","intvolume":"         8","date_updated":"2024-03-21T14:43:08Z","citation":{"short":"A.P. Fust, T. Jenert, C. 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Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes. <i>Entrepreneurship Research Journal</i>, <i>8</i>(2), 1–11.","bibtex":"@article{Fust_Jenert_Winkler_2018, title={Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes}, volume={8}, number={2}, journal={Entrepreneurship Research Journal}, publisher={de @Gruyter}, author={Fust, Alexander Paul and Jenert, Tobias and Winkler, Christoph}, year={2018}, pages={1–11} }","ama":"Fust AP, Jenert T, Winkler C. Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes. <i>Entrepreneurship Research Journal</i>. 2018;8(2):1-11.","mla":"Fust, Alexander Paul, et al. “Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes.” <i>Entrepreneurship Research Journal</i>, vol. 8, no. 2, de @Gruyter, 2018, pp. 1–11."},"quality_controlled":"1","_id":"4419","publisher":"de @Gruyter","page":"1-11","volume":8,"user_id":"71994","status":"public"},{"date_created":"2018-09-20T09:31:21Z","type":"conference","department":[{"_id":"208"},{"_id":"282"}],"citation":{"mla":"Jenert, Tobias, and Taiga Brahm. <i>Developing Undergraduate Management Students‘ Reflection Capabilities, Academy of Management Proceedings</i>. 2018.","bibtex":"@inproceedings{Jenert_Brahm_2018, title={Developing Undergraduate Management Students‘ Reflection Capabilities, Academy of Management Proceedings}, author={Jenert, Tobias and Brahm, Taiga}, year={2018} }","ama":"Jenert T, Brahm T. Developing Undergraduate Management Students‘ Reflection Capabilities, Academy of Management Proceedings. In: ; 2018.","ieee":"T. Jenert and T. Brahm, “Developing Undergraduate Management Students‘ Reflection Capabilities, Academy of Management Proceedings,” presented at the 78th Annual Meeting of the Academy of Management, Chicago, 2018.","apa":"Jenert, T., &#38; Brahm, T. (2018). <i>Developing Undergraduate Management Students‘ Reflection Capabilities, Academy of Management Proceedings</i>. 78th Annual Meeting of the Academy of Management, Chicago.","short":"T. Jenert, T. 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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."}],"extern":"1","year":"2017","title":"How do they find their place? A typology of students' enculturation during the first year at a business school","author":[{"last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"first_name":"Luci","last_name":"Gommers","full_name":"Gommers, Luci"},{"full_name":"Kühner , Patrizia","first_name":"Patrizia","last_name":"Kühner "}],"publication_identifier":{"unknown":["2210-6561"]},"date_updated":"2022-01-06T07:01:03Z","intvolume":"        12","citation":{"ieee":"T. Jenert, T. Brahm, L. Gommers, and P. Kühner , “How do they find their place? A typology of students’ enculturation during the first year at a business school,” <i>Learning, Culture and Social Interaction</i>, vol. 12, no. 87–99, pp. 87–99, 2017.","apa":"Jenert, T., Brahm, T., Gommers, L., &#38; Kühner , P. (2017). How do they find their place? A typology of students’ enculturation during the first year at a business school. <i>Learning, Culture and Social Interaction</i>, <i>12</i>(87–99), 87–99.","short":"T. Jenert, T. Brahm, L. Gommers, P. Kühner , Learning, Culture and Social Interaction 12 (2017) 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.” <i>Learning, Culture and Social Interaction</i> 12, no. 87–99 (2017): 87–99.","mla":"Jenert, Tobias, et al. “How Do They Find Their Place? A Typology of Students’ Enculturation during the First Year at a Business School.” <i>Learning, Culture and Social Interaction</i>, 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. <i>Learning, Culture and Social Interaction</i>. 2017;12(87-99):87-99."},"page":"87-99","publisher":"Elsevier","_id":"4420","user_id":"51057","volume":12,"status":"public"}]