TY - CONF AB - 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. AU - Brahm, Taiga AU - Wagner, Dietrich AU - Jenert, Tobias ID - 4464 KW - Quantitative methods KW - Self-efficacy KW - Higher education KW - Motivation and Emotion TI - A person-centred approach to students' transition into Higher Education ER - TY - CONF AB - 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 AU - Brahm, Taiga AU - Jenert, Tobias AU - Wagner, Dietrich ID - 4466 IS - 1 T2 - Academy of Management Proceedings TI - The crucial first year: Students’ motivation at a Swiss Business School--a longitudinal study ER - TY - CONF AU - Jenert, Tobias AU - Reinmann, Gabi ID - 4467 KW - Methodologie KW - Lernforschung KW - hochschuldidaktische Forschung KW - Higher Education T2 - Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE TI - Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule ER - TY - CONF AB - Auswertung einer Befragung unter Studierenden zu der Frage welche Elemente eine Lehrveranstaltung innovativ machen und welche Rolle die neuen Medien dabei spielen. Digitale 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. Aus 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. Die Ergebnisse der Diskussionsrunde werden im Blog des Teams Hochschulentwicklung zur Verfügung gestellt. Es wird angestrebt, diese damit einer breiteren Öffentlichkeit zugänglich zu machen. AU - Wagner, Dietrich AU - Jenert, Tobias ID - 4469 KW - Neue Medien KW - Hochschuldidaktik KW - Studierende KW - Innovation in der Lehre TI - Zwischen" netten" Tools und" {\"U}berdidaktisierung": Neue Medien in der Hochschuldidaktik ER - TY - JOUR AB - 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. AU - Brahm, Taiga AU - Jenert, Tobias ID - 4423 JF - Learning and individual differences : journal of psychology and education KW - Attitude KW - Student learning KW - Higher Education Institution KW - university KW - student experience SN - 1041-6080 TI - On the assessment of attitudes towards studying—development and validation of a questionnaire VL - 43 ER - TY - JOUR AB - 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. AU - Jenert, Tobias ID - 4424 IS - 2 JF - Zeitschrift für Hochschulentwicklung KW - Programmentwicklung KW - Studienprogramme KW - program development KW - educational development KW - academic culture KW - disciplinary culture TI - Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture VL - 9 ER - TY - CONF AB - 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. Abstract Text: Professionalization of program development as an institutional responsibility In 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? Our 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. Framework 1: Competencies for program managers The experiences with a training program for study program managers at the Zurich University for Teacher Education are reported. Over a period of four years, a competency profile has been developed and refined. Insights into the challenges and struggles of this role were gained. Despite diverse job characteristics of program managers (often resulting from an institution-specific history), there is a common set of competencies necessary to successfully cope with organizational complexity such as role competency (Schein, 1992) and lateral leadership (Kühl et al., 2005). Framework 2: Towards a systematic development of study programs The second initiative concerns the strategic approach to program development implemented at the University of St. Gallen (Brahm & Jenert, 2013; Jenert, 2011). In this structured process, the program goes through four process steps: process initiation, program analysis, program development, evaluation of the process and results. A major challenge in this process is the role of program professionals. The goal is to establish them as change agents for a didactically-aligned study program. Outcome: Role of educational development After briefly introducing the two examples, the roles of program professionals and educational development in HEI will be discussed. The questions guiding the discussion will be: • How can program development be established as a continuing task, closely tied to quality development? • How can the competencies of program professionals be developed and the local capacity and ownership be strengthened? • How can educational development support program development and provide vital impulses? Audience Engagement. Depending on the number of participants, first the questions will be discussed in groups. To put the results of the discussion on record, it will be summarized and uploaded in our weblog for further discussion after the session. AU - Brahm, Taiga AU - Zellweger, Franziska AU - Jenert, Tobias AU - Thomann, Geri ID - 4470 KW - curriculum development KW - study programs KW - Bologna KW - educational development KW - higher education TI - Developing study programs as a continuous task-the role of educational developers ER - TY - CONF AB - 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. AU - Jenert, Tobias AU - Brahm, Taiga ID - 4472 KW - Motivationsentwicklung KW - Hochschule KW - motivation KW - Längsschnitt KW - Mixed Methods TI - Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie ER - TY - CONF AB - 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. AU - Fust, Alexander AU - Jenert, Tobias ID - 4473 KW - Unternehmertum KW - lernen TI - Self-Regulation and Entrepreneurial Learning ER - TY - CONF AB - 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. AU - Brahm, Taiga AU - Jenert, Tobias ID - 4474 KW - motivation KW - business school KW - higher education KW - latent growth curve model KW - longitudinal study KW - mixed methods KW - interview KW - students TI - The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study ER -