[{"conference":{"end_date":"2017-09-02","start_date":"2017-08-29","name":"EARLI Biennial Conference","location":"Tampere"},"author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"}],"title":"Using mixed methods to support educational design decisions in ‘bad data’contexts","status":"public","year":"2017","date_updated":"2022-01-06T07:01:05Z","_id":"4454","user_id":"51057","citation":{"ieee":"T. Jenert, “Using mixed methods to support educational design decisions in ‘bad data’contexts,” presented at the EARLI Biennial Conference, Tampere, 2017.","apa":"Jenert, T. (2017). Using mixed methods to support educational design decisions in ‘bad data’contexts. Presented at the EARLI Biennial Conference, Tampere.","short":"T. Jenert, in: 2017.","chicago":"Jenert, Tobias. “Using Mixed Methods to Support Educational Design Decisions in ‘Bad Data’Contexts,” 2017.","mla":"Jenert, Tobias. <i>Using Mixed Methods to Support Educational Design Decisions in ‘Bad Data’Contexts</i>. 2017.","bibtex":"@inproceedings{Jenert_2017, title={Using mixed methods to support educational design decisions in ‘bad data’contexts}, author={Jenert, Tobias}, year={2017} }","ama":"Jenert T. Using mixed methods to support educational design decisions in ‘bad data’contexts. In: ; 2017."},"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"}],"extern":"1","date_created":"2018-09-18T12:14:43Z","department":[{"_id":"208"},{"_id":"282"}],"type":"conference"},{"date_updated":"2022-01-06T07:01:05Z","author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994"},{"full_name":"Gommers , Luci","first_name":"Luci","last_name":"Gommers "}],"conference":{"end_date":"2017-09-02","start_date":"2017-08-29","name":"EARLI Biennial Conference","location":"Tampere"},"title":"Investigating Networks within the field of Higher Organisation Institutions","status":"public","year":"2017","user_id":"51057","_id":"4455","extern":"1","abstract":[{"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.","lang":"eng"}],"citation":{"chicago":"Jenert, Tobias, and Luci Gommers . “Investigating Networks within the Field of Higher Organisation Institutions,” 2017.","short":"T. Jenert, L. Gommers , in: 2017.","apa":"Jenert, T., &#38; Gommers , L. (2017). Investigating Networks within the field of Higher Organisation Institutions. Presented at the EARLI Biennial Conference, Tampere.","ieee":"T. Jenert and L. Gommers , “Investigating Networks within the field of Higher Organisation Institutions,” presented at the EARLI Biennial Conference, Tampere, 2017.","ama":"Jenert T, Gommers  L. Investigating Networks within the field of Higher Organisation Institutions. In: ; 2017.","bibtex":"@inproceedings{Jenert_Gommers _2017, title={Investigating Networks within the field of Higher Organisation Institutions}, author={Jenert, Tobias and Gommers , Luci}, year={2017} }","mla":"Jenert, Tobias, and Luci Gommers . <i>Investigating Networks within the Field of Higher Organisation Institutions</i>. 2017."},"department":[{"_id":"208"},{"_id":"282"}],"type":"conference","date_created":"2018-09-18T12:19:49Z"},{"user_id":"51057","_id":"4456","date_updated":"2022-01-06T07:01:05Z","author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","last_name":"Jenert","full_name":"Jenert, Tobias","id":"71994"},{"last_name":"Gommers","first_name":"Luci","full_name":"Gommers, Luci"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"first_name":"Dietrich","last_name":"Wagner ","full_name":"Wagner , Dietrich"}],"conference":{"start_date":"2017-08-297-08-29","name":"EARLI Biennial Conference","location":"Tampere","end_date":"2017-09-02"},"year":"2017","status":"public","title":" Development and validation of the Reflection in Business Education Questionnaire ","department":[{"_id":"208"},{"_id":"282"}],"type":"conference","date_created":"2018-09-18T12:26:19Z","extern":"1","abstract":[{"lang":"eng","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."}],"citation":{"mla":"Jenert, Tobias, et al. <i> Development and Validation of the Reflection in Business Education Questionnaire </i>. 2017.","apa":"Jenert, T., Gommers, L., Brahm, T., &#38; Wagner , D. (2017).  Development and validation of the Reflection in Business Education Questionnaire . Presented at the EARLI Biennial Conference, Tampere.","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.","chicago":"Jenert, Tobias, Luci Gommers, Taiga Brahm, and Dietrich Wagner . “ Development and Validation of the Reflection in Business Education Questionnaire ,” 2017.","ama":"Jenert T, Gommers L, Brahm T, Wagner  D.  Development and validation of the Reflection in Business Education Questionnaire . In: ; 2017.","short":"T. Jenert, L. Gommers, T. Brahm, D. Wagner , in: 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} }"}},{"extern":"1","citation":{"mla":"Wagner, Dietrich, et al. <i>Educating Reflective Managers: Why Everybody Wants and Nobody Likes It</i>. 2017.","ama":"Wagner D, Jenert T, Brahm T, Gommers L. Educating reflective managers: Why everybody wants and nobody likes it. In: ; 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} }","apa":"Wagner, D., Jenert, T., Brahm, T., &#38; Gommers, L. (2017). Educating reflective managers: Why everybody wants and nobody likes it. Presented at the RLME unconference , New York .","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.","chicago":"Wagner, Dietrich, Tobias Jenert, Taiga Brahm, and Luci Gommers. “Educating Reflective Managers: Why Everybody Wants and Nobody Likes It,” 2017.","short":"D. Wagner, T. Jenert, T. Brahm, L. Gommers, in: 2017."},"department":[{"_id":"208"},{"_id":"282"}],"type":"conference","date_created":"2018-09-18T12:29:40Z","date_updated":"2022-01-06T07:01:05Z","author":[{"first_name":"Dietrich","last_name":"Wagner","full_name":"Wagner, Dietrich"},{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","id":"71994"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"full_name":"Gommers, Luci","last_name":"Gommers","first_name":"Luci"}],"conference":{"end_date":"2017-06-29","name":"RLME unconference ","start_date":"2017-06-28","location":"New York "},"title":"Educating reflective managers: Why everybody wants and nobody likes it","status":"public","year":"2017","user_id":"51057","_id":"4457"},{"citation":{"ama":"Jenert T, Brahm T, Gommers  L. Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung. In: ; 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} }","mla":"Jenert, Tobias, et al. <i>Die Enkulturation von Studierenden an Der Hochschule – Ergebnisse Einer Längsschnittlichen Qualitativen Untersuchung</i>. 2017.","short":"T. Jenert, T. Brahm, L. Gommers , in: 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., &#38; Gommers , L. (2017). Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung. Presented at the GEBF-Tagung, Heidelberg .","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."},"type":"conference","department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-18T12:34:56Z","date_updated":"2022-01-06T07:01:05Z","title":"Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung","year":"2017","status":"public","conference":{"end_date":"2017-03-15","start_date":"2017-03-13","name":"GEBF-Tagung","location":"Heidelberg "},"author":[{"id":"71994","full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"full_name":"Gommers , Luci","last_name":"Gommers ","first_name":"Luci"}],"user_id":"51057","_id":"4458"},{"user_id":"51057","_id":"4459","date_updated":"2022-01-06T07:01:05Z","author":[{"id":"71994","first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"first_name":"Dietrich","last_name":"Wagner","full_name":"Wagner, Dietrich"}],"conference":{"location":"Tübingen ","start_date":"2017-09-25","name":"Jahrestagung der Sektion empirische Bildungsforschung der DGFE","end_date":"2017-09-27"},"year":"2017","title":"Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. ","status":"public","department":[{"_id":"208"},{"_id":"282"}],"type":"conference","date_created":"2018-09-18T12:38:30Z","extern":"1","citation":{"mla":"Jenert, Tobias, et al. <i>Warum Wirtschaftsstudierende (Nicht) Reflektieren. Eine Empirische Untersuchung. </i>. 2017.","ama":"Jenert T, Brahm T, Wagner D. Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. . In: ; 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} }","apa":"Jenert, T., Brahm, T., &#38; Wagner, D. (2017). Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. . Presented at the Jahrestagung der Sektion empirische Bildungsforschung der DGFE, Tübingen .","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.","short":"T. Jenert, T. Brahm, D. Wagner, in: 2017."}},{"extern":"1","citation":{"apa":"Jenert, T., Barnat, M., Salden, P., &#38; Dilger, B. (2017). Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen. In <i>Tagungsband DGHD Tagung 2017</i>. Köln: Deutsche Gesellschaft für Hochschuldidaktik dghd.","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>Tagungsband DGHD Tagung 2017</i>, Köln, 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 <i>Tagungsband DGHD Tagung 2017</i>. Köln: Deutsche Gesellschaft für Hochschuldidaktik dghd, 2017.","short":"T. Jenert, M. Barnat, P. Salden, B. Dilger, in: Tagungsband DGHD Tagung 2017, Deutsche Gesellschaft für Hochschuldidaktik dghd, Köln, 2017.","mla":"Jenert, Tobias, et al. “Struktur, Prozess Oder Didaktik Als Ausgangspunkt? Ein Integratives Modell Der Curriculumentwicklung an Hochschulen.” <i>Tagungsband DGHD Tagung 2017</i>, Deutsche Gesellschaft für Hochschuldidaktik dghd, 2017.","ama":"Jenert T, Barnat M, Salden P, Dilger B. Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen. In: <i>Tagungsband DGHD Tagung 2017</i>. Köln: Deutsche Gesellschaft für Hochschuldidaktik dghd; 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} }"},"publication":"Tagungsband DGHD Tagung 2017","department":[{"_id":"208"},{"_id":"282"}],"type":"conference","place":"Köln","date_created":"2018-09-19T11:06:09Z","date_updated":"2022-01-06T07:01:07Z","conference":{"end_date":"2017-03-10","start_date":"2017-03-07","name":"46. dghd-Jahrestagung 2017","location":"Köln"},"author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","id":"71994"},{"full_name":"Barnat, M.","first_name":"M.","last_name":"Barnat"},{"first_name":"P.","last_name":"Salden","full_name":"Salden, P."},{"full_name":"Dilger, B.","first_name":"B.","last_name":"Dilger"}],"status":"public","year":"2017","title":"Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen","user_id":"51057","publisher":"Deutsche Gesellschaft für Hochschuldidaktik dghd","_id":"4503"},{"date_updated":"2022-01-06T07:01:03Z","publication_status":"published","intvolume":"        73","title":"The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School","year":"2016","publication_identifier":{"issn":["0018-1560","1573-174X"]},"author":[{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert"},{"last_name":"Wagner","first_name":"Dietrich","full_name":"Wagner, Dietrich"}],"doi":"10.1007/s10734-016-0095-8","abstract":[{"lang":"eng","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."}],"extern":"1","issue":"3","publication":"Higher Education","type":"journal_article","keyword":["Transition to higher education","Motivation","Longitudinal study","Socio-cultural factors","Latent change model","Switzerland"],"department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-18T08:58:54Z","status":"public","user_id":"51057","volume":73,"page":"459-478","_id":"4421","publisher":"Springer Nature","citation":{"ama":"Brahm T, Jenert T, Wagner D. The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. <i>Higher Education</i>. 2016;73(3):459-478. doi:<a href=\"https://doi.org/10.1007/s10734-016-0095-8\">10.1007/s10734-016-0095-8</a>","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={<a href=\"https://doi.org/10.1007/s10734-016-0095-8\">10.1007/s10734-016-0095-8</a>}, number={3}, journal={Higher Education}, publisher={Springer Nature}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2016}, pages={459–478} }","mla":"Brahm, Taiga, et al. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” <i>Higher Education</i>, vol. 73, no. 3, Springer Nature, 2016, pp. 459–78, doi:<a href=\"https://doi.org/10.1007/s10734-016-0095-8\">10.1007/s10734-016-0095-8</a>.","short":"T. Brahm, T. Jenert, D. Wagner, Higher Education 73 (2016) 459–478.","chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” <i>Higher Education</i> 73, no. 3 (2016): 459–78. <a href=\"https://doi.org/10.1007/s10734-016-0095-8\">https://doi.org/10.1007/s10734-016-0095-8</a>.","apa":"Brahm, T., Jenert, T., &#38; Wagner, D. (2016). The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. <i>Higher Education</i>, <i>73</i>(3), 459–478. <a href=\"https://doi.org/10.1007/s10734-016-0095-8\">https://doi.org/10.1007/s10734-016-0095-8</a>","ieee":"T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School,” <i>Higher Education</i>, vol. 73, no. 3, pp. 459–478, 2016."}},{"author":[{"full_name":"Autorengruppe, Institut für Wirtschaftspädagogik","first_name":"Institut für Wirtschaftspädagogik","last_name":"Autorengruppe"}],"status":"public","title":"Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen","year":"2016","date_updated":"2022-01-06T07:01:03Z","_id":"4439","user_id":"51057","citation":{"apa":"Autorengruppe, I. für W. (2016). <i>Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern.","ieee":"I. für W. Autorengruppe, <i>Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern, 2016.","chicago":"Autorengruppe, Institut für Wirtschaftspädagogik. <i>Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern, 2016.","short":"I. für W. Autorengruppe, Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen, Bern, 2016.","mla":"Autorengruppe, Institut für Wirtschaftspädagogik. <i>Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. 2016.","ama":"Autorengruppe I für W. <i>Persönlichkeitsförderung Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen</i>. Bern; 2016.","bibtex":"@book{Autorengruppe_2016, place={Bern}, title={Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen}, author={Autorengruppe, Institut für Wirtschaftspädagogik}, year={2016} }"},"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","place":"Bern","date_created":"2018-09-18T11:27:39Z","department":[{"_id":"208"},{"_id":"282"}],"type":"book"},{"date_created":"2018-09-18T12:39:35Z","department":[{"_id":"208"},{"_id":"282"}],"type":"conference","citation":{"ama":"Jenert T, Brahm T, Gommers L, Kühner P. A typology of students’ enculturation during the first year at University. In: ; 2016.","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. <i>A Typology of Students’ Enculturation during the First Year at University</i>. 2016.","short":"T. Jenert, T. Brahm, L. Gommers, P. Kühner, in: 2016.","chicago":"Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner. “A Typology of Students’ Enculturation during the First Year at University,” 2016.","apa":"Jenert, T., Brahm, T., Gommers, L., &#38; Kühner, P. (2016). A typology of students’ enculturation during the first year at University. Presented at the The Higher Education Conference 2016, Amsterdam.","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."},"extern":"1","abstract":[{"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","lang":"eng"}],"_id":"4460","user_id":"51057","author":[{"id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"full_name":"Gommers, Luci","first_name":"Luci","last_name":"Gommers"},{"last_name":"Kühner","first_name":"Patrizia","full_name":"Kühner, Patrizia"}],"conference":{"location":"Amsterdam","start_date":"2016-07-13","name":"The Higher Education Conference 2016","end_date":"2016-07-15"},"status":"public","title":"A typology of students’ enculturation during the first year at University","year":"2016","date_updated":"2022-01-06T07:01:05Z"},{"alternative_title":["Academy of Management Annual Meeting Proceedings"],"user_id":"51057","_id":"4461","page":"12056","date_updated":"2022-01-06T07:01:05Z","author":[{"first_name":"Christoph","last_name":"Winkler","full_name":"Winkler, Christoph"},{"last_name":"Fust","first_name":"Alexander","full_name":"Fust, Alexander"},{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","last_name":"Jenert","id":"71994"}],"conference":{"location":"Anaheim, CA","name":"76th Academy of Management Annual Meeting (AOM) 2016 \"Making Organizations Meaningful\"","start_date":"2016-08-05","end_date":"2016-08-09"},"year":"2016","status":"public","title":"Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective","department":[{"_id":"208"},{"_id":"282"}],"type":"conference","date_created":"2018-09-18T12:42:30Z","extern":"1","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"}],"citation":{"apa":"Winkler, C., Fust, A., &#38; Jenert, T. (2016). Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective. In <i>Academy of Management Proceedings</i> (p. 12056). Anaheim, CA.","ieee":"C. Winkler, A. Fust, and T. Jenert, “Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective,” in <i>Academy of Management Proceedings</i>, Anaheim, CA, 2016, no. 1, p. 12056.","chicago":"Winkler, Christoph, Alexander Fust, and Tobias Jenert. “Differentiating Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.” In <i>Academy of Management Proceedings</i>, 12056, 2016.","short":"C. Winkler, A. Fust, T. Jenert, in: Academy of Management Proceedings, 2016, p. 12056.","mla":"Winkler, Christoph, et al. “Differentiating Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.” <i>Academy of Management Proceedings</i>, no. 1, 2016, p. 12056.","ama":"Winkler C, Fust A, Jenert T. Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective. In: <i>Academy of Management Proceedings</i>. ; 2016:12056.","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} }"},"issue":"1","publication":"Academy of Management Proceedings"},{"date_created":"2018-09-18T12:49:32Z","department":[{"_id":"208"},{"_id":"282"}],"type":"conference","citation":{"ieee":"B. Dilger, T. Jenert, and P. F. E. Sloane, “Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern,” presented at the 45. Jahrestagung der DGHD, Bochum, 2016.","apa":"Dilger, B., Jenert, T., &#38; Sloane, P. F. E. (2016). Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern. Presented at the 45. Jahrestagung der DGHD, Bochum.","short":"B. Dilger, T. Jenert, P.F.E. Sloane, in: 2016.","chicago":"Dilger, Bernadette, Tobias Jenert, and Peter F. E. Sloane. “Studienprogramm-Entwicklung in Unterschiedlichen Spannungsfeldern,” 2016.","mla":"Dilger, Bernadette, et al. <i>Studienprogramm-Entwicklung in Unterschiedlichen Spannungsfeldern</i>. 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} }","ama":"Dilger B, Jenert T, Sloane PFE. Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern. In: ; 2016."},"extern":"1","_id":"4462","user_id":"51057","conference":{"end_date":"2016-09-23","start_date":"2016-09-21","name":"45. Jahrestagung der DGHD","location":"Bochum"},"author":[{"first_name":"Bernadette","last_name":"Dilger","full_name":"Dilger, Bernadette"},{"full_name":"Jenert, Tobias","last_name":"Jenert","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","id":"71994"},{"first_name":"Peter F. E.","last_name":"Sloane","full_name":"Sloane, Peter F. E.","id":"503"}],"status":"public","title":"Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern","year":"2016","date_updated":"2022-01-06T07:01:05Z"},{"publication":"Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung","citation":{"ieee":"T. Jenert, “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung,” in <i>Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung</i>, T. Jenert , T. Brahm, and D. Euler , Eds. Wiesbaden: Springer Verlag , 2016, pp. 26–29.","apa":"Jenert, T. (2016). Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung. In T. Jenert , T. Brahm, &#38; D. Euler  (Eds.), <i>Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung</i> (pp. 26–29). Wiesbaden: Springer Verlag .","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.","chicago":"Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung.” In <i>Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung</i>, 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.” <i>Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung</i>, 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} }","ama":"Jenert T. Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung. In: Jenert  T, Brahm T, Euler  D, eds. <i>Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung</i>. Wiesbaden: Springer Verlag ; 2016:26-29."},"extern":"1","place":"Wiesbaden","date_created":"2018-09-19T11:32:57Z","type":"book_chapter","department":[{"_id":"208"},{"_id":"282"}],"year":"2016","status":"public","title":"Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung","author":[{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","last_name":"Jenert","id":"71994"}],"publication_identifier":{"isbn":["978-3-658-12067-2"]},"date_updated":"2022-01-06T07:01:07Z","page":"26-29 ","_id":"4507","publisher":"Springer Verlag ","language":[{"iso":"ger"}],"user_id":"51057","editor":[{"full_name":"Jenert , Tobias","first_name":"Tobias","last_name":"Jenert "},{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"last_name":"Euler ","first_name":"Dieter","full_name":"Euler , Dieter"}]},{"_id":"4533","user_id":"51057","title":"Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung","status":"public","year":"2016","author":[{"id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","last_name":"Jenert","full_name":"Jenert, Tobias"}],"conference":{"location":"Linz"},"date_updated":"2022-01-06T07:01:09Z","date_created":"2018-09-20T09:17:23Z","type":"conference","department":[{"_id":"208"},{"_id":"282"}],"publication":" Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.","citation":{"mla":"Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” <i> Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich.</i>, 2016.","ama":"Jenert T. Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung. In: <i> Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich.</i> ; 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} }","apa":"Jenert, T. (2016). Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung. In <i> Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.</i> Linz.","ieee":"T. Jenert, “Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung,” in <i> Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.</i>, Linz, 2016.","short":"T. Jenert, in:  Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich., 2016.","chicago":"Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” In <i> Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich.</i>, 2016."},"extern":"1"},{"date_updated":"2023-10-16T10:12:22Z","author":[{"last_name":"Euler","first_name":"Dieter","full_name":"Euler, Dieter"},{"id":"503","first_name":"Peter F. E.","last_name":"Sloane","full_name":"Sloane, Peter F. E."},{"last_name":"Fäckeler","first_name":"Sina","full_name":"Fäckeler, Sina"},{"id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias Johannes","last_name":"Jenert","full_name":"Jenert, Tobias Johannes"},{"full_name":"Losch, Simone","last_name":"Losch","first_name":"Simone","id":"9856"},{"full_name":"Meier, Christoph","last_name":"Meier","first_name":"Christoph"},{"full_name":"Meier, Karin","first_name":"Karin","last_name":"Meier"},{"full_name":"Rüschen, Eva","first_name":"Eva","last_name":"Rüschen"},{"full_name":"Schröder, Helmut","last_name":"Schröder","first_name":"Helmut","id":"37232"}],"publication_identifier":{"isbn":["978-3-940625-56-4"]},"title":"Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen","status":"public","year":"2016","user_id":"14931","publisher":"EUSL","_id":"4639","language":[{"iso":"eng"}],"page":"106","abstract":[{"lang":"eng","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."}],"citation":{"ieee":"D. Euler <i>et al.</i>, <i>Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen</i>. Detmold: EUSL, 2016.","apa":"Euler, D., Sloane, P. F. E., Fäckeler, S., Jenert, T. J., Losch, S., Meier, C., Meier, K., Rüschen, E., &#38; Schröder, H. (2016). <i>Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen</i>. EUSL.","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.","chicago":"Euler, Dieter, Peter F. E. Sloane, Sina Fäckeler, Tobias Johannes Jenert, Simone Losch, Christoph Meier, Karin Meier, Eva Rüschen, and Helmut Schröder. <i>Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen</i>. Detmold: EUSL, 2016.","mla":"Euler, Dieter, et al. <i>Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen</i>. EUSL, 2016.","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} }","ama":"Euler D, Sloane PFE, Fäckeler S, et al. <i>Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen</i>. EUSL; 2016."},"department":[{"_id":"209"},{"_id":"282"},{"_id":"208"}],"type":"book","date_created":"2018-10-11T07:33:36Z","place":"Detmold"},{"date_updated":"2022-01-06T07:01:03Z","author":[{"last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"},{"full_name":"Postareff, Liisa","last_name":"Postareff","first_name":"Liisa"},{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"full_name":"Lindblom-Ylänne, Sari","last_name":"Lindblom-Ylänne","first_name":"Sari"}],"year":"2015","status":"public","title":"Enculturation and development of beginning students","user_id":"51057","_id":"4422","extern":"1","citation":{"mla":"Jenert, Tobias, et al. <i>Enculturation and Development of Beginning Students</i>. 2015.","apa":"Jenert, T., Postareff, L., Brahm, T., &#38; Lindblom-Ylänne, S. (2015). <i>Enculturation and development of beginning students</i>.","ieee":"T. Jenert, L. Postareff, T. Brahm, and S. Lindblom-Ylänne, <i>Enculturation and development of beginning students</i>. 2015.","ama":"Jenert T, Postareff L, Brahm T, Lindblom-Ylänne S. <i>Enculturation and Development of Beginning Students</i>.; 2015.","short":"T. Jenert, L. Postareff, T. Brahm, S. Lindblom-Ylänne, Enculturation and Development of Beginning Students, 2015.","chicago":"Jenert, Tobias, Liisa Postareff, Taiga Brahm, and Sari Lindblom-Ylänne. <i>Enculturation and Development of Beginning Students</i>, 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} }"},"department":[{"_id":"208"},{"_id":"282"}],"type":"book","date_created":"2018-09-18T09:02:25Z"},{"department":[{"_id":"208"},{"_id":"282"}],"type":"book","date_created":"2018-09-18T11:18:10Z","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. "}],"extern":"1","citation":{"short":"T. Brahm, T. Jenert, D. Euler, Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung, 2015.","chicago":"Brahm, Taiga, Tobias Jenert, and Dieter Euler. <i>Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung</i>, 2015.","ieee":"T. Brahm, T. Jenert, and D. Euler, <i>Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung</i>. 2015.","apa":"Brahm, T., Jenert, T., &#38; Euler, D. (2015). <i>Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung</i>.","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} }","ama":"Brahm T, Jenert T, Euler D. <i>Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung</i>.; 2015.","mla":"Brahm, Taiga, et al. <i>Pädagogische Hochschulentwicklung: Von Der Programmatik Zur Implementierung</i>. 2015."},"user_id":"51057","_id":"4437","date_updated":"2022-01-06T07:01:03Z","author":[{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"full_name":"Jenert, Tobias","last_name":"Jenert","first_name":"Tobias"},{"full_name":"Euler, Dieter","last_name":"Euler","first_name":"Dieter"}],"status":"public","year":"2015","title":"Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung"},{"extern":"1","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"}],"citation":{"ama":"Jenert T, Postareff L, Brahm T, Lindblom-Ylänne S. <i>Enculturation and Development of Beginning Students</i>.; 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. <i>Enculturation and Development of Beginning Students</i>. 2015.","short":"T. Jenert, L. Postareff, T. Brahm, S. Lindblom-Ylänne, Enculturation and Development of Beginning Students, 2015.","chicago":"Jenert, Tobias, Liisa Postareff, Taiga Brahm, and Sari Lindblom-Ylänne. <i>Enculturation and Development of Beginning Students</i>, 2015.","apa":"Jenert, T., Postareff, L., Brahm, T., &#38; Lindblom-Ylänne, S. (2015). <i>Enculturation and development of beginning students</i>.","ieee":"T. Jenert, L. Postareff, T. Brahm, and S. Lindblom-Ylänne, <i>Enculturation and development of beginning students</i>. 2015."},"type":"book","department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-18T11:41:40Z","date_updated":"2022-01-06T07:01:04Z","title":"Enculturation and development of beginning students","status":"public","year":"2015","author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert"},{"full_name":"Postareff, Liisa","last_name":"Postareff","first_name":"Liisa"},{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"full_name":"Lindblom-Ylänne, Sari","last_name":"Lindblom-Ylänne","first_name":"Sari"}],"user_id":"51057","_id":"4445"},{"citation":{"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.","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.","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.","apa":"Brahm, T., Jenert, T., &#38; 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.","mla":"Brahm, Taiga, et al. <i>The Self-Fulfilling Prophecy of Fear of Academic Failure</i>. 2015."},"abstract":[{"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","lang":"eng"}],"extern":"1","date_created":"2018-09-18T12:52:45Z","type":"conference","keyword":["Quantitative methods","Student learning","Emotion and Cognition","Social sciences","Higher education","Motivation and Emotion","Fear of Failure"],"department":[{"_id":"208"},{"_id":"282"}],"title":"The self-fulfilling prophecy of fear of academic failure","status":"public","year":"2015","conference":{"end_date":"2015-08-29","location":"Zypern","name":"16th Biennial EARLI Conference for Research on Learning and Instruction","start_date":"2015-08-25"},"author":[{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","id":"71994"},{"last_name":"Wagner","first_name":"Dietrich","full_name":"Wagner, Dietrich"}],"date_updated":"2022-01-06T07:01:05Z","_id":"4463","user_id":"51057"},{"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."}],"citation":{"mla":"Brahm, Taiga, et al. <i>A Person-Centred Approach to Students’ Transition into Higher Education</i>. 2015.","ama":"Brahm T, Wagner D, Jenert T. A person-centred approach to students’ transition into Higher Education. In: ; 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} }","apa":"Brahm, T., Wagner, D., &#38; 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.","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.","chicago":"Brahm, Taiga, Dietrich Wagner, and Tobias Jenert. “A Person-Centred Approach to Students’ Transition into Higher Education,” 2015.","short":"T. Brahm, D. Wagner, T. Jenert, in: 2015."},"keyword":["Quantitative methods","Self-efficacy","Higher education","Motivation and Emotion"],"type":"conference","department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-18T12:56:31Z","date_updated":"2022-01-06T07:01:05Z","year":"2015","status":"public","title":"A person-centred approach to students' transition into Higher Education","author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"full_name":"Wagner, Dietrich","last_name":"Wagner","first_name":"Dietrich"},{"id":"71994","last_name":"Jenert","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"}],"conference":{"name":"16th Biennial EARLI Conference for Research on Learning and Instruction","start_date":"2015-08-25","location":"Zypern","end_date":"2015-08-29"},"user_id":"51057","_id":"4464"}]