TY - JOUR AB - Students' experiences of their first year of studying are of prime importance for their further development in Higher Education (HE). Consequently, the first year and the related phenomena of student performance, retention, and dropout have been extensively studied. Research shows that during the first year, the individual student's ability or failure to adapt to the new socio-cultural environment influences his/her academic success. Yet, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. Applying a socio-cultural approach, our qualitative interview study followed 14 university students through their first year, investigating why some students experience an easier transition into HE compared to others. Our research results in a typology of four transition types characterized by their orientation towards the socio-cultural context of studying. AU - Jenert, Tobias AU - Brahm, Taiga AU - Gommers, Luci AU - Kühner , Patrizia ID - 4420 IS - 87-99 JF - Learning, Culture and Social Interaction KW - Student transition KW - Enculturation KW - Dropout KW - Retention TI - How do they find their place? A typology of students' enculturation during the first year at a business school VL - 12 ER - TY - CONF AB - Educational 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 AU - Jenert, Tobias ID - 4454 TI - Using mixed methods to support educational design decisions in ‘bad data’contexts ER - TY - CONF AB - 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. In 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. AU - Jenert, Tobias AU - Gommers , Luci ID - 4455 TI - Investigating Networks within the field of Higher Organisation Institutions ER - TY - CONF AB - 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. Thus, 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. This 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. AU - Jenert, Tobias AU - Gommers, Luci AU - Brahm, Taiga AU - Wagner , Dietrich ID - 4456 TI - Development and validation of the Reflection in Business Education Questionnaire ER - TY - CONF AU - Wagner, Dietrich AU - Jenert, Tobias AU - Brahm, Taiga AU - Gommers, Luci ID - 4457 TI - Educating reflective managers: Why everybody wants and nobody likes it ER - TY - CONF AU - Jenert, Tobias AU - Brahm, Taiga AU - Gommers , Luci ID - 4458 TI - Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung ER - TY - CONF AU - Jenert, Tobias AU - Brahm, Taiga AU - Wagner, Dietrich ID - 4459 TI - Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. ER - TY - CONF AU - Jenert, Tobias AU - Barnat, M. AU - Salden, P. AU - Dilger, B. ID - 4503 T2 - Tagungsband DGHD Tagung 2017 TI - Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen ER - TY - JOUR AB - 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. AU - Brahm, Taiga AU - Jenert, Tobias AU - Wagner, Dietrich ID - 4421 IS - 3 JF - Higher Education KW - Transition to higher education KW - Motivation KW - Longitudinal study KW - Socio-cultural factors KW - Latent change model KW - Switzerland SN - 0018-1560 TI - The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School VL - 73 ER - TY - BOOK AB - 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. Das Unterrichtskonzept ermöglicht das Erlernen und Trainieren von wichtigen Selbst- und Sozialkompetenzen im Schulunterricht, damit die Lernenden schwierige Herausforderungen in verschiedenen Lebensbereichen besser bewältigen können. Das 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. Die 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». Zielgruppe: Das Unterrichtskonzept dient als Arbeitsinstrument für Abschlussklassen Volksschule und Brückenangebote. AU - Autorengruppe, Institut für Wirtschaftspädagogik ID - 4439 TI - Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen ER - TY - CONF AB - 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. Interestingly, 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. AU - Jenert, Tobias AU - Brahm, Taiga AU - Gommers, Luci AU - Kühner, Patrizia ID - 4460 TI - A typology of students’ enculturation during the first year at University ER - TY - CONF AB - 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. AU - Winkler, Christoph AU - Fust, Alexander AU - Jenert, Tobias ID - 4461 IS - 1 T2 - Academy of Management Proceedings TI - Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective ER - TY - CONF AU - Dilger, Bernadette AU - Jenert, Tobias AU - Sloane, Peter F. E. ID - 4462 TI - Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern ER - TY - CHAP AU - Jenert, Tobias ED - Jenert , Tobias ED - Brahm, Taiga ED - Euler , Dieter ID - 4507 SN - 978-3-658-12067-2 T2 - Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung TI - Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung ER - TY - CONF AU - Jenert, Tobias ID - 4533 T2 - Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich. TI - Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung ER - TY - BOOK AB - 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. Von 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. AU - Euler, Dieter AU - Sloane, Peter F. E. AU - Fäckeler, Sina AU - Jenert, Tobias Johannes AU - Losch, Simone AU - Meier, Christoph AU - Meier, Karin AU - Rüschen, Eva AU - Schröder, Helmut ID - 4639 SN - 978-3-940625-56-4 TI - Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen ER - TY - BOOK AU - Jenert, Tobias AU - Postareff, Liisa AU - Brahm, Taiga AU - Lindblom-Ylänne, Sari ID - 4422 TI - Enculturation and development of beginning students ER - TY - BOOK AB - 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. AU - Brahm, Taiga AU - Jenert, Tobias AU - Euler, Dieter ID - 4437 TI - Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung ER - TY - BOOK AB - 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. AU - Jenert, Tobias AU - Postareff, Liisa AU - Brahm, Taiga AU - Lindblom-Ylänne, Sari ID - 4445 TI - Enculturation and development of beginning students ER - TY - CONF AB - 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. Descriptive 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 AU - Brahm, Taiga AU - Jenert, Tobias AU - Wagner, Dietrich ID - 4463 KW - Quantitative methods KW - Student learning KW - Emotion and Cognition KW - Social sciences KW - Higher education KW - Motivation and Emotion KW - Fear of Failure TI - The self-fulfilling prophecy of fear of academic failure ER -