TY - CONF AU - Sloane, Hannah Sabrina AU - Schmöckel, Sabrina ID - 52866 TI - Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration) ER - TY - CONF AU - Sloane, Hannah Sabrina AU - Heidebrecht, Jana ID - 52864 TI - Entwurfsmuster: Fachsensible wissenschaftliche Begleitung ER - TY - JOUR AB - In Germany, dual learning programmes are increasingly offered by higher education institutions. These programmes’ main characteristic and greatest challenge is their integration of academic and vocational learning. So far, this challenge has frequently been stated without specifying its exact nature and consequences for learners. The present study addresses this pedagogical research gap and examines the extent of variation in the degree of integration among dual study programmes. With reference to curriculum theory, the study develops an empirical typology of curricular integration in dual programmes. The data sample consists of 152 programmes at (dual) universities and universities of applied sciences. Data is analysed using hierarchical cluster analysis. Results indicate that the currently prevailing forms of curricular integration should best be differentiated according to five types. The five overlapping types of integration are located on a continuum ranging from parallelism through organisational linking to full curricular integration targeted immediately at students’ personal integration. The analysis confirms that there are problems with complying with integration standards set on the policy level. Above all, the study offers new insights on what marks the diverse integration landscape of dual study programmes. It proves that approaches to integration are more differentiated than previous research has shown. AU - Mordhorst, Lisa AU - Jenert, Tobias ID - 47627 IS - 6 JF - Higher Education KW - Dual study programmes · Curricular integration · Curriculum theory · Empirical typology · Cluster analysis · Germany SN - 0018-1560 TI - Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany VL - 85 ER - TY - CONF AU - Jenert, Tobias ID - 8520 TI - Wie unterrichten wir Wirtschaft? Förderung fachbezogener Reflexion angehender Wirtschaftslehrender ER - TY - CONF AU - Jenert, Tobias AU - Brahm , Taiga ID - 8519 TI - Fostering pre-service economics teachers´ reflection on their attitudes towards the discipline ER - TY - BOOK AB - Der Band reflektiert die normativen Voraussetzungen sowie methodologische und methodische Merkmale einer Hochschulbildungsforschung. Eine solche Forschung befasst sich mit den spezifischen didaktischen Anforderungen, die mit akademischem Lehren und Lernen sowie mit dem Anspruch an eine Bildung durch Wissenschaft verbunden sind. Hochschuldidaktik braucht eine Forschung, die ihrem Gegenstand gerecht wird und sich sowohl mit den normativen Zielen von Hochschulbildung als auch mit den individuellen Ansprüchen und Rahmenbedingungen einzelner Fächer auseinandersetzt. Im Rahmen konzeptioneller Beiträge wie auch konkreter Beispiele zeigt der Sammelband, wie Theorie und Praxis der Hochschulbildungsforschung entwickelt werden können. AU - Jenert, Tobias AU - Reinmann, Gabi AU - Schmohl, Tobias ID - 4441 TI - Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik ER - TY - CONF AB - Business schools have been repeatedly confronted with demands to change their ways of educating future managers. Much of the current criticism focuses on content-related aspects of management education, targeting economic theory and management studies as an academic discipline. However, addressing what is taught alone has a very limited scope. Business schools also need to equip their students and their instructors with capabilities that allow them to question the viability of the theories, models and concepts for solving specific management tasks. In other words: Managers and therefore management education need to become more reflective in their practices. We present a study addressing the following research questions (1) What is the current level of reflective capabilities in management students across different business schools/programmes and in comparison to students in other disciplines? (2) Which characteristics of educational contexts influence the development of reflective capabilities? (3) What kinds of interventions for developing student reflection are suitable for being implemented in typical large-cohort undergraduate management programmes? Therefore we developed a survey measuring both students’ reflection modes (dependent variables) as well as factors influencing these modes (independent variables). We measured student reflection at two universities with a total sample of 747 students. Results show that undergraduate management students reflect less on their studies than their counterparts in other subjects. Second, we found that undergraduate management education seems to worsen than to improve students’ readiness to reflect. We used our findings to systematize existing teaching and learning methods and suggest a basic structure for effective interventions to foster undergraduate management students’ reflection capabilities. AU - Jenert, Tobias AU - Wagner, Dietrich AU - Gommers, Luci AU - Brahm, Taiga ID - 4453 IS - 1 T2 - Academy of Management Proceedings TI - Developing Undergraduate Management Students ‘Reflection Capabilities' ER - TY - CHAP AB - Der Band reflektiert die normativen Voraussetzungen sowie methodologische und methodische Merkmale einer Hochschulbildungsforschung. Eine solche Forschung befasst sich mit den spezifischen didaktischen Anforderungen, die mit akademischem Lehren und Lernen sowie mit dem Anspruch an eine Bildung durch Wissenschaft verbunden sind. Hochschuldidaktik braucht eine Forschung, die ihrem Gegenstand gerecht wird und sich sowohl mit den normativen Zielen von Hochschulbildung als auch mit den individuellen Ansprüchen und Rahmenbedingungen einzelner Fächer auseinandersetzt. Im Rahmen konzeptioneller Beiträge wie auch konkreter Beispiele zeigt der Sammelband, wie Theorie und Praxis der Hochschulbildungsforschung entwickelt werden können. AU - Jenert, Tobias ID - 4500 SN - 978-3-658-20308-5 T2 - Theorie und Praxis der Hochschulbildungsforschung: Theoretische, methodologische und methodische Denkanstöße für die Hochschuldidaktik TI - ,Messy Research‘: Methodologische Herausforderungen der Hochschulbildungsforschung ER - TY - CHAP AU - Jenert, Tobias AU - Barnat, M. AU - Salden, P. AU - Dilger, B. ID - 4505 T2 - Blickpunkt Hochschuldidaktik TI - Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen ER - TY - CHAP AU - Jenert, Tobias ED - Dreifürst, Stephanie ED - Liebetanz, Franziska ED - Voigt, Anja ID - 4506 SN - 978-3-7639-5806-1 T2 - Das Writing Fellow-Programm: Ein Praxishandbuch zum Schreiben in der Lehre TI - Transfer von, in oder zwischen Lehrentwicklungsprojekten an Hochschulen. Oder: Warum es so schwer ist, Gutes nachzumachen. VL - 3 ER - TY - GEN AU - Jenert, Tobias ID - 4531 T2 - Deutsche Universitätszeitschrift 06/2018 TI - Gemeinsam für mehr Wirkung: Warum lehrbezogene lokale Netzwerke ein Ansatz sein können, die Hochschullehre nachhaltig voranzubringen ER - TY - CONF AU - Jenert, Tobias ID - 4532 TI - ,, Die Hochschule ist wie ein Tanker'': Überlegungen zu Möglichkeiten und Grenzen von Lehrinnovationen an Universitäten ER - TY - CONF AU - Jenert, Tobias ID - 4539 TI - ‘Messy data, messy research?! ’Using Mixed Methods to support educational design decisions in Higher Education ER - TY - CONF AU - Jenert, Tobias ID - 4540 TI - Fostering Educational Innovators ‘Networks in Higher Education ER - TY - JOUR AU - Euler, Dieter AU - Sloane, Peter F. E. AU - Collenberg, Michèle AU - Daniel, D. AU - Jansen, E.A. AU - Jenert, Tobias AU - Meier, Karin AU - Menke, I. AU - Schröder, Helmut ID - 8521 JF - Wirtschaftspädagogisches Forum TI - Erfahrungen im Aufbau von Transferagenturen zur Förderung eines datenbasierten kommunalen Bildungsmanagements. VL - 62 ER - TY - GEN AU - Jenert, Tobias ID - 8522 TI - Motivation und Emotionen in der Studieneingangsphase. ER - TY - JOUR AB - Research on entrepreneurial learning highlights the importance of experience and prior knowledge to entrepreneurial success. However, a conundrum remains and we are still seeking answers as to why some novice entrepreneurs learn successfully from their experiences and succeed, while some experienced entrepreneurs fail with their ventures. In order to advance the discussion about the role of experience during entrepreneurial learning, our critical reflection aims to (1) highlight some of the shortcomings of experiential learning theory (ELT) and (2) illustrate how alternative theoretical perspectives have the potential to advance our conceptual understanding of entrepreneurial learning processes. We argue for an explanation of entrepreneurial learning as a dynamic and self-regulated process that relies on planning, monitoring, and self-reflection. AU - Fust, Alexander Paul AU - Jenert, Tobias AU - Winkler, Christoph ID - 4419 IS - 2 JF - Entrepreneurship Research Journal KW - entrepreneurial learning KW - experiential learning KW - self-regulated learning TI - Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning Processes VL - 8 ER - TY - CONF AU - Jenert, Tobias AU - Brahm, Taiga ID - 4537 TI - Developing Undergraduate Management Students‘ Reflection Capabilities, Academy of Management Proceedings ER - TY - CHAP AU - Jenert, Tobias AU - Gommers, Luci ID - 4541 T2 - Blickpunkt Hochschuldidaktik TI - Ziele und Möglichkeiten der Weiterbildung pädagogischer Hochschulentwickler*innen am Beispiel ‚Lehren‘ ER - TY - CONF AU - Jenert, Tobias AU - Brahm, Taiga ID - 4538 TI - The Role of Diversity for the Transition to Higher Education ER - 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 - 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 -