---
_id: '4531'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Jenert T. Gemeinsam für mehr Wirkung: Warum lehrbezogene lokale Netzwerke
ein Ansatz sein können, die Hochschullehre nachhaltig voranzubringen. Deutsche
Universitätszeitschrift 06/2018. 2018:16-17.'
apa: 'Jenert, T. (2018). Gemeinsam für mehr Wirkung: Warum lehrbezogene lokale Netzwerke
ein Ansatz sein können, die Hochschullehre nachhaltig voranzubringen. Deutsche
Universitätszeitschrift 06/2018, pp. 16–17.'
bibtex: '@article{Jenert_2018, title={Gemeinsam für mehr Wirkung: Warum lehrbezogene
lokale Netzwerke ein Ansatz sein können, die Hochschullehre nachhaltig voranzubringen},
journal={Deutsche Universitätszeitschrift 06/2018}, author={Jenert, Tobias}, year={2018},
pages={16–17} }'
chicago: 'Jenert, Tobias. “Gemeinsam Für Mehr Wirkung: Warum Lehrbezogene Lokale
Netzwerke Ein Ansatz Sein Können, Die Hochschullehre Nachhaltig Voranzubringen.”
Deutsche Universitätszeitschrift 06/2018, 2018.'
ieee: 'T. Jenert, “Gemeinsam für mehr Wirkung: Warum lehrbezogene lokale Netzwerke
ein Ansatz sein können, die Hochschullehre nachhaltig voranzubringen,” Deutsche
Universitätszeitschrift 06/2018, pp. 16–17, 2018.'
mla: 'Jenert, Tobias. “Gemeinsam Für Mehr Wirkung: Warum Lehrbezogene Lokale Netzwerke
Ein Ansatz Sein Können, Die Hochschullehre Nachhaltig Voranzubringen.” Deutsche
Universitätszeitschrift 06/2018, 2018, pp. 16–17.'
short: T. Jenert, Deutsche Universitätszeitschrift 06/2018 (2018) 16–17.
date_created: 2018-09-20T09:09:49Z
date_updated: 2022-01-06T07:01:09Z
department:
- _id: '208'
- _id: '282'
page: 16 - 17
publication: Deutsche Universitätszeitschrift 06/2018
publication_date: '2018'
status: public
title: 'Gemeinsam für mehr Wirkung: Warum lehrbezogene lokale Netzwerke ein Ansatz
sein können, die Hochschullehre nachhaltig voranzubringen'
type: newspaper_article
user_id: '51057'
year: '2018'
...
---
_id: '4532'
alternative_title:
- 'Vortrag anlässlich des 10-jährigen Bestehens des hochschuldidaktischen Programms
an der Universität Göttingen '
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Jenert T. ,, Die Hochschule ist wie ein Tanker’’: Überlegungen zu Möglichkeiten
und Grenzen von Lehrinnovationen an Universitäten. In: ; 2018.'
apa: 'Jenert, T. (2018). ,, Die Hochschule ist wie ein Tanker’’: Überlegungen zu
Möglichkeiten und Grenzen von Lehrinnovationen an Universitäten. Göttingen.'
bibtex: '@inproceedings{Jenert_2018, title={,, Die Hochschule ist wie ein Tanker’’:
Überlegungen zu Möglichkeiten und Grenzen von Lehrinnovationen an Universitäten},
author={Jenert, Tobias}, year={2018} }'
chicago: 'Jenert, Tobias. “,, Die Hochschule Ist Wie Ein Tanker’’: Überlegungen
Zu Möglichkeiten Und Grenzen von Lehrinnovationen an Universitäten,” 2018.'
ieee: 'T. Jenert, “,, Die Hochschule ist wie ein Tanker’’: Überlegungen zu Möglichkeiten
und Grenzen von Lehrinnovationen an Universitäten,” Göttingen, 2018.'
mla: 'Jenert, Tobias. ,, Die Hochschule Ist Wie Ein Tanker’’: Überlegungen Zu
Möglichkeiten Und Grenzen von Lehrinnovationen an Universitäten. 2018.'
short: 'T. Jenert, in: 2018.'
conference:
location: Göttingen
date_created: 2018-09-20T09:14:43Z
date_updated: 2022-01-06T07:01:09Z
department:
- _id: '208'
- _id: '282'
status: public
title: ',, Die Hochschule ist wie ein Tanker'''': Überlegungen zu Möglichkeiten und
Grenzen von Lehrinnovationen an Universitäten'
type: conference
user_id: '51057'
year: '2018'
...
---
_id: '4539'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Jenert T. ‘Messy data, messy research?! ’Using Mixed Methods to support educational
design decisions in Higher Education. In: ; 2018.'
apa: Jenert, T. (2018). ‘Messy data, messy research?! ’Using Mixed Methods to support
educational design decisions in Higher Education. Presented at the Mixed Methods
International Research Association, Wien.
bibtex: '@inproceedings{Jenert_2018, title={‘Messy data, messy research?! ’Using
Mixed Methods to support educational design decisions in Higher Education}, author={Jenert,
Tobias}, year={2018} }'
chicago: Jenert, Tobias. “‘Messy Data, Messy Research?! ’Using Mixed Methods to
Support Educational Design Decisions in Higher Education,” 2018.
ieee: T. Jenert, “‘Messy data, messy research?! ’Using Mixed Methods to support
educational design decisions in Higher Education,” presented at the Mixed Methods
International Research Association, Wien, 2018.
mla: Jenert, Tobias. ‘Messy Data, Messy Research?! ’Using Mixed Methods to Support
Educational Design Decisions in Higher Education. 2018.
short: 'T. Jenert, in: 2018.'
conference:
end_date: 2018-08-24
location: Wien
name: Mixed Methods International Research Association,
start_date: 2018-08-22
date_created: 2018-09-20T09:35:28Z
date_updated: 2022-01-06T07:01:09Z
department:
- _id: '208'
- _id: '282'
status: public
title: ‘Messy data, messy research?! ’Using Mixed Methods to support educational design
decisions in Higher Education
type: conference
user_id: '51057'
year: '2018'
...
---
_id: '4540'
alternative_title:
- Invited talk at the 47. dghd - Jahrestagung in Karlsruhe.
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Jenert T. Fostering Educational Innovators ‘Networks in Higher Education.
In: ; 2018.'
apa: Jenert, T. (2018). Fostering Educational Innovators ‘Networks in Higher Education.
bibtex: '@inproceedings{Jenert_2018, title={Fostering Educational Innovators ‘Networks
in Higher Education}, author={Jenert, Tobias}, year={2018} }'
chicago: Jenert, Tobias. “Fostering Educational Innovators ‘Networks in Higher Education,”
2018.
ieee: T. Jenert, “Fostering Educational Innovators ‘Networks in Higher Education,”
2018.
mla: Jenert, Tobias. Fostering Educational Innovators ‘Networks in Higher Education.
2018.
short: 'T. Jenert, in: 2018.'
date_created: 2018-09-20T09:38:19Z
date_updated: 2022-01-06T07:01:09Z
department:
- _id: '208'
- _id: '282'
related_material:
link:
- relation: confirmation
url: https://www.youtube.com/watch?v=o7bxuwB6WRE
status: public
title: Fostering Educational Innovators ‘Networks in Higher Education
type: conference
user_id: '51057'
year: '2018'
...
---
_id: '8521'
author:
- first_name: Dieter
full_name: Euler, Dieter
last_name: Euler
- first_name: Peter F. E.
full_name: Sloane, Peter F. E.
id: '503'
last_name: Sloane
- first_name: Michèle
full_name: Collenberg, Michèle
last_name: Collenberg
- first_name: D.
full_name: Daniel, D.
last_name: Daniel
- first_name: E.A.
full_name: Jansen, E.A.
last_name: Jansen
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Karin
full_name: Meier, Karin
last_name: Meier
- first_name: I.
full_name: Menke, I.
last_name: Menke
- first_name: Helmut
full_name: Schröder, Helmut
id: '37232'
last_name: Schröder
citation:
ama: Euler D, Sloane PFE, Collenberg M, et al. Erfahrungen im Aufbau von Transferagenturen
zur Förderung eines datenbasierten kommunalen Bildungsmanagements. Wirtschaftspädagogisches
Forum. 2018;62.
apa: Euler, D., Sloane, P. F. E., Collenberg, M., Daniel, D., Jansen, E. A., Jenert,
T., … Schröder, H. (2018). Erfahrungen im Aufbau von Transferagenturen zur Förderung
eines datenbasierten kommunalen Bildungsmanagements. Wirtschaftspädagogisches
Forum, 62.
bibtex: '@article{Euler_Sloane_Collenberg_Daniel_Jansen_Jenert_Meier_Menke_Schröder_2018,
title={Erfahrungen im Aufbau von Transferagenturen zur Förderung eines datenbasierten
kommunalen Bildungsmanagements.}, volume={62}, journal={Wirtschaftspädagogisches
Forum}, publisher={Eusl Verlag}, author={Euler, Dieter and Sloane, Peter F. E.
and Collenberg, Michèle and Daniel, D. and Jansen, E.A. and Jenert, Tobias and
Meier, Karin and Menke, I. and Schröder, Helmut}, year={2018} }'
chicago: Euler, Dieter, Peter F. E. Sloane, Michèle Collenberg, D. Daniel, E.A.
Jansen, Tobias Jenert, Karin Meier, I. Menke, and Helmut Schröder. “Erfahrungen
im Aufbau von Transferagenturen zur Förderung eines datenbasierten kommunalen
Bildungsmanagements.” Wirtschaftspädagogisches Forum 62 (2018).
ieee: D. Euler et al., “Erfahrungen im Aufbau von Transferagenturen zur Förderung
eines datenbasierten kommunalen Bildungsmanagements.,” Wirtschaftspädagogisches
Forum, vol. 62, 2018.
mla: Euler, Dieter, et al. “Erfahrungen im Aufbau von Transferagenturen zur Förderung
eines datenbasierten kommunalen Bildungsmanagements.” Wirtschaftspädagogisches
Forum, vol. 62, Eusl Verlag, 2018.
short: D. Euler, P.F.E. Sloane, M. Collenberg, D. Daniel, E.A. Jansen, T. Jenert,
K. Meier, I. Menke, H. Schröder, Wirtschaftspädagogisches Forum 62 (2018).
date_created: 2019-03-19T07:45:54Z
date_updated: 2022-01-06T07:03:56Z
department:
- _id: '208'
- _id: '282'
intvolume: ' 62'
language:
- iso: ger
publication: Wirtschaftspädagogisches Forum
publisher: Eusl Verlag
status: public
title: Erfahrungen im Aufbau von Transferagenturen zur Förderung eines datenbasierten
kommunalen Bildungsmanagements.
type: journal_article
user_id: '51057'
volume: 62
year: '2018'
...
---
_id: '8522'
alternative_title:
- Vortrag zum „Start in die Lehre“ an der TU Dortmund
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: Jenert T. Motivation Und Emotionen in Der Studieneingangsphase. .; 2018.
apa: Jenert, T. (2018). Motivation und Emotionen in der Studieneingangsphase.
.
bibtex: '@book{Jenert_2018, title={Motivation und Emotionen in der Studieneingangsphase.
}, author={Jenert, Tobias}, year={2018} }'
chicago: Jenert, Tobias. Motivation Und Emotionen in Der Studieneingangsphase.
, 2018.
ieee: T. Jenert, Motivation und Emotionen in der Studieneingangsphase. .
2018.
mla: Jenert, Tobias. Motivation Und Emotionen in Der Studieneingangsphase. .
2018.
short: T. Jenert, Motivation Und Emotionen in Der Studieneingangsphase. , 2018.
date_created: 2019-03-19T07:54:09Z
date_updated: 2022-01-06T07:03:56Z
department:
- _id: '208'
- _id: '282'
language:
- iso: eng
status: public
title: 'Motivation und Emotionen in der Studieneingangsphase. '
type: misc
user_id: '51057'
year: '2018'
...
---
_id: '4419'
abstract:
- lang: eng
text: 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.
author:
- first_name: Alexander Paul
full_name: Fust, Alexander Paul
last_name: Fust
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Christoph
full_name: Winkler, Christoph
last_name: Winkler
citation:
ama: 'Fust AP, Jenert T, Winkler C. Experiential or Self-Regulated Learning: A Critical
Reflection of Entrepreneurial Learning Processes. Entrepreneurship Research
Journal. 2018;8(2):1-11.'
apa: 'Fust, A. P., Jenert, T., & Winkler, C. (2018). Experiential or Self-Regulated
Learning: A Critical Reflection of Entrepreneurial Learning Processes. Entrepreneurship
Research Journal, 8(2), 1–11.'
bibtex: '@article{Fust_Jenert_Winkler_2018, title={Experiential or Self-Regulated
Learning: A Critical Reflection of Entrepreneurial Learning Processes}, volume={8},
number={2}, journal={Entrepreneurship Research Journal}, publisher={de @Gruyter},
author={Fust, Alexander Paul and Jenert, Tobias and Winkler, Christoph}, year={2018},
pages={1–11} }'
chicago: 'Fust, Alexander Paul, Tobias Jenert, and Christoph Winkler. “Experiential
or Self-Regulated Learning: A Critical Reflection of Entrepreneurial Learning
Processes.” Entrepreneurship Research Journal 8, no. 2 (2018): 1–11.'
ieee: 'A. P. Fust, T. Jenert, and C. Winkler, “Experiential or Self-Regulated Learning:
A Critical Reflection of Entrepreneurial Learning Processes,” Entrepreneurship
Research Journal, vol. 8, no. 2, pp. 1–11, 2018.'
mla: 'Fust, Alexander Paul, et al. “Experiential or Self-Regulated Learning: A Critical
Reflection of Entrepreneurial Learning Processes.” Entrepreneurship Research
Journal, vol. 8, no. 2, de @Gruyter, 2018, pp. 1–11.'
short: A.P. Fust, T. Jenert, C. Winkler, Entrepreneurship Research Journal 8 (2018)
1–11.
date_created: 2018-09-18T08:47:00Z
date_updated: 2024-03-21T14:43:08Z
department:
- _id: '208'
- _id: '282'
intvolume: ' 8'
issue: '2'
keyword:
- entrepreneurial learning
- experiential learning
- self-regulated learning
language:
- iso: eng
page: 1-11
publication: Entrepreneurship Research Journal
publication_identifier:
unknown:
- 2194-6175
publisher: de @Gruyter
quality_controlled: '1'
status: public
title: 'Experiential or Self-Regulated Learning: A Critical Reflection of Entrepreneurial
Learning Processes'
type: journal_article
user_id: '71994'
volume: 8
year: '2018'
...
---
_id: '4537'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
citation:
ama: 'Jenert T, Brahm T. Developing Undergraduate Management Students‘ Reflection
Capabilities, Academy of Management Proceedings. In: ; 2018.'
apa: Jenert, T., & Brahm, T. (2018). Developing Undergraduate Management
Students‘ Reflection Capabilities, Academy of Management Proceedings. 78th
Annual Meeting of the Academy of Management, Chicago.
bibtex: '@inproceedings{Jenert_Brahm_2018, title={Developing Undergraduate Management
Students‘ Reflection Capabilities, Academy of Management Proceedings}, author={Jenert,
Tobias and Brahm, Taiga}, year={2018} }'
chicago: Jenert, Tobias, and Taiga Brahm. “Developing Undergraduate Management Students‘
Reflection Capabilities, Academy of Management Proceedings,” 2018.
ieee: T. Jenert and T. Brahm, “Developing Undergraduate Management Students‘ Reflection
Capabilities, Academy of Management Proceedings,” presented at the 78th Annual
Meeting of the Academy of Management, Chicago, 2018.
mla: Jenert, Tobias, and Taiga Brahm. Developing Undergraduate Management Students‘
Reflection Capabilities, Academy of Management Proceedings. 2018.
short: 'T. Jenert, T. Brahm, in: 2018.'
conference:
end_date: 2018-08-14
location: Chicago
name: 78th Annual Meeting of the Academy of Management
start_date: 2018-08-10
date_created: 2018-09-20T09:31:21Z
date_updated: 2024-03-21T14:37:29Z
department:
- _id: '208'
- _id: '282'
language:
- iso: eng
quality_controlled: '1'
status: public
title: Developing Undergraduate Management Students‘ Reflection Capabilities, Academy
of Management Proceedings
type: conference
user_id: '71994'
year: '2018'
...
---
_id: '4541'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Luci
full_name: Gommers, Luci
last_name: Gommers
citation:
ama: 'Jenert T, Gommers L. Ziele und Möglichkeiten der Weiterbildung pädagogischer
Hochschulentwickler*innen am Beispiel ‚Lehren‘. In: Blickpunkt Hochschuldidaktik.'
apa: Jenert, T., & Gommers, L. (n.d.). Ziele und Möglichkeiten der Weiterbildung
pädagogischer Hochschulentwickler*innen am Beispiel ‚Lehren‘. In Blickpunkt
Hochschuldidaktik.
bibtex: '@inbook{Jenert_Gommers, title={Ziele und Möglichkeiten der Weiterbildung
pädagogischer Hochschulentwickler*innen am Beispiel ‚Lehren‘}, booktitle={Blickpunkt
Hochschuldidaktik}, author={Jenert, Tobias and Gommers, Luci} }'
chicago: Jenert, Tobias, and Luci Gommers. “Ziele Und Möglichkeiten Der Weiterbildung
Pädagogischer Hochschulentwickler*innen Am Beispiel ‚Lehren‘.” In Blickpunkt
Hochschuldidaktik, n.d.
ieee: T. Jenert and L. Gommers, “Ziele und Möglichkeiten der Weiterbildung pädagogischer
Hochschulentwickler*innen am Beispiel ‚Lehren‘,” in Blickpunkt Hochschuldidaktik,
.
mla: Jenert, Tobias, and Luci Gommers. “Ziele Und Möglichkeiten Der Weiterbildung
Pädagogischer Hochschulentwickler*innen Am Beispiel ‚Lehren‘.” Blickpunkt Hochschuldidaktik.
short: 'T. Jenert, L. Gommers, in: Blickpunkt Hochschuldidaktik, n.d.'
date_created: 2018-09-20T09:42:44Z
date_updated: 2024-03-21T14:35:03Z
department:
- _id: '208'
- _id: '282'
language:
- iso: eng
publication: Blickpunkt Hochschuldidaktik
publication_status: inpress
quality_controlled: '1'
status: public
title: Ziele und Möglichkeiten der Weiterbildung pädagogischer Hochschulentwickler*innen
am Beispiel ‚Lehren‘
type: book_chapter
user_id: '71994'
year: '2018'
...
---
_id: '4538'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
citation:
ama: 'Jenert T, Brahm T. The Role of Diversity for the Transition to Higher Education.
In: ; 2018.'
apa: Jenert, T., & Brahm, T. (2018). The Role of Diversity for the Transition
to Higher Education. EARLI SIG4 Higher Education, Gießen.
bibtex: '@inproceedings{Jenert_Brahm_2018, title={The Role of Diversity for the
Transition to Higher Education}, author={Jenert, Tobias and Brahm, Taiga}, year={2018}
}'
chicago: Jenert, Tobias, and Taiga Brahm. “The Role of Diversity for the Transition
to Higher Education,” 2018.
ieee: T. Jenert and T. Brahm, “The Role of Diversity for the Transition to Higher
Education,” presented at the EARLI SIG4 Higher Education, Gießen, 2018.
mla: Jenert, Tobias, and Taiga Brahm. The Role of Diversity for the Transition
to Higher Education. 2018.
short: 'T. Jenert, T. Brahm, in: 2018.'
conference:
end_date: 2018-08-31
location: Gießen
name: EARLI SIG4 Higher Education
start_date: 2018-08-29
date_created: 2018-09-20T09:33:36Z
date_updated: 2024-03-21T14:38:21Z
department:
- _id: '208'
- _id: '282'
language:
- iso: eng
quality_controlled: '1'
status: public
title: The Role of Diversity for the Transition to Higher Education
type: conference
user_id: '71994'
year: '2018'
...
---
_id: '4420'
abstract:
- lang: eng
text: 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.
author:
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Luci
full_name: Gommers, Luci
last_name: Gommers
- first_name: Patrizia
full_name: Kühner , Patrizia
last_name: 'Kühner '
citation:
ama: Jenert T, Brahm T, Gommers L, Kühner P. How do they find their place? A typology
of students’ enculturation during the first year at a business school. Learning,
Culture and Social Interaction. 2017;12(87-99):87-99.
apa: Jenert, T., Brahm, T., Gommers, L., & Kühner , P. (2017). How do they find
their place? A typology of students’ enculturation during the first year at a
business school. Learning, Culture and Social Interaction, 12(87–99),
87–99.
bibtex: '@article{Jenert_Brahm_Gommers_Kühner _2017, title={How do they find their
place? A typology of students’ enculturation during the first year at a business
school}, volume={12}, number={87–99}, journal={Learning, Culture and Social Interaction},
publisher={Elsevier}, author={Jenert, Tobias and Brahm, Taiga and Gommers, Luci
and Kühner , Patrizia}, year={2017}, pages={87–99} }'
chicago: 'Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner . “How
Do They Find Their Place? A Typology of Students’ Enculturation during the First
Year at a Business School.” Learning, Culture and Social Interaction 12,
no. 87–99 (2017): 87–99.'
ieee: T. Jenert, T. Brahm, L. Gommers, and P. Kühner , “How do they find their place?
A typology of students’ enculturation during the first year at a business school,”
Learning, Culture and Social Interaction, vol. 12, no. 87–99, pp. 87–99,
2017.
mla: Jenert, Tobias, et al. “How Do They Find Their Place? A Typology of Students’
Enculturation during the First Year at a Business School.” Learning, Culture
and Social Interaction, vol. 12, no. 87–99, Elsevier, 2017, pp. 87–99.
short: T. Jenert, T. Brahm, L. Gommers, P. Kühner , Learning, Culture and Social
Interaction 12 (2017) 87–99.
date_created: 2018-09-18T08:54:38Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: ' 12'
issue: 87-99
keyword:
- Student transition
- Enculturation
- Dropout
- Retention
page: 87-99
publication: Learning, Culture and Social Interaction
publication_identifier:
unknown:
- 2210-6561
publisher: Elsevier
status: public
title: How do they find their place? A typology of students' enculturation during
the first year at a business school
type: journal_article
user_id: '51057'
volume: 12
year: '2017'
...
---
_id: '4454'
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"
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Jenert T. Using mixed methods to support educational design decisions in ‘bad
data’contexts. In: ; 2017.'
apa: Jenert, T. (2017). Using mixed methods to support educational design decisions
in ‘bad data’contexts. Presented at the EARLI Biennial Conference, Tampere.
bibtex: '@inproceedings{Jenert_2017, title={Using mixed methods to support educational
design decisions in ‘bad data’contexts}, author={Jenert, Tobias}, year={2017}
}'
chicago: Jenert, Tobias. “Using Mixed Methods to Support Educational Design Decisions
in ‘Bad Data’Contexts,” 2017.
ieee: T. Jenert, “Using mixed methods to support educational design decisions in
‘bad data’contexts,” presented at the EARLI Biennial Conference, Tampere, 2017.
mla: Jenert, Tobias. Using Mixed Methods to Support Educational Design Decisions
in ‘Bad Data’Contexts. 2017.
short: 'T. Jenert, in: 2017.'
conference:
end_date: 2017-09-02
location: Tampere
name: EARLI Biennial Conference
start_date: 2017-08-29
date_created: 2018-09-18T12:14:43Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: Using mixed methods to support educational design decisions in ‘bad data’contexts
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4455'
abstract:
- lang: eng
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."
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Luci
full_name: Gommers , Luci
last_name: 'Gommers '
citation:
ama: 'Jenert T, Gommers L. Investigating Networks within the field of Higher Organisation
Institutions. In: ; 2017.'
apa: Jenert, T., & Gommers , L. (2017). Investigating Networks within the field
of Higher Organisation Institutions. Presented at the EARLI Biennial Conference,
Tampere.
bibtex: '@inproceedings{Jenert_Gommers _2017, title={Investigating Networks within
the field of Higher Organisation Institutions}, author={Jenert, Tobias and Gommers
, Luci}, year={2017} }'
chicago: Jenert, Tobias, and Luci Gommers . “Investigating Networks within the Field
of Higher Organisation Institutions,” 2017.
ieee: T. Jenert and L. Gommers , “Investigating Networks within the field of Higher
Organisation Institutions,” presented at the EARLI Biennial Conference, Tampere,
2017.
mla: Jenert, Tobias, and Luci Gommers . Investigating Networks within the Field
of Higher Organisation Institutions. 2017.
short: 'T. Jenert, L. Gommers , in: 2017.'
conference:
end_date: 2017-09-02
location: Tampere
name: EARLI Biennial Conference
start_date: 2017-08-29
date_created: 2018-09-18T12:19:49Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: Investigating Networks within the field of Higher Organisation Institutions
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4456'
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."
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Luci
full_name: Gommers, Luci
last_name: Gommers
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Dietrich
full_name: Wagner , Dietrich
last_name: 'Wagner '
citation:
ama: 'Jenert T, Gommers L, Brahm T, Wagner D. Development and validation of the
Reflection in Business Education Questionnaire . In: ; 2017.'
apa: Jenert, T., Gommers, L., Brahm, T., & Wagner , D. (2017). Development
and validation of the Reflection in Business Education Questionnaire . Presented
at the EARLI Biennial Conference, Tampere.
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}
}'
chicago: Jenert, Tobias, Luci Gommers, Taiga Brahm, and Dietrich Wagner . “ Development
and Validation of the Reflection in Business Education Questionnaire ,” 2017.
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.
mla: Jenert, Tobias, et al. Development and Validation of the Reflection in
Business Education Questionnaire . 2017.
short: 'T. Jenert, L. Gommers, T. Brahm, D. Wagner , in: 2017.'
conference:
end_date: 2017-09-02
location: Tampere
name: EARLI Biennial Conference
start_date: 2017-08-297-08-29
date_created: 2018-09-18T12:26:19Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: ' Development and validation of the Reflection in Business Education Questionnaire '
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4457'
author:
- first_name: Dietrich
full_name: Wagner, Dietrich
last_name: Wagner
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Luci
full_name: Gommers, Luci
last_name: Gommers
citation:
ama: 'Wagner D, Jenert T, Brahm T, Gommers L. Educating reflective managers: Why
everybody wants and nobody likes it. In: ; 2017.'
apa: 'Wagner, D., Jenert, T., Brahm, T., & Gommers, L. (2017). Educating reflective
managers: Why everybody wants and nobody likes it. Presented at the RLME unconference
, New York .'
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} }'
chicago: 'Wagner, Dietrich, Tobias Jenert, Taiga Brahm, and Luci Gommers. “Educating
Reflective Managers: Why Everybody Wants and Nobody Likes It,” 2017.'
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.'
mla: 'Wagner, Dietrich, et al. Educating Reflective Managers: Why Everybody Wants
and Nobody Likes It. 2017.'
short: 'D. Wagner, T. Jenert, T. Brahm, L. Gommers, in: 2017.'
conference:
end_date: 2017-06-29
location: 'New York '
name: 'RLME unconference '
start_date: 2017-06-28
date_created: 2018-09-18T12:29:40Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: 'Educating reflective managers: Why everybody wants and nobody likes it'
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4458'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Luci
full_name: Gommers , Luci
last_name: 'Gommers '
citation:
ama: 'Jenert T, Brahm T, Gommers L. Die Enkulturation von Studierenden an der Hochschule
– Ergebnisse einer längsschnittlichen qualitativen Untersuchung. In: ; 2017.'
apa: Jenert, T., Brahm, T., & Gommers , L. (2017). Die Enkulturation von Studierenden
an der Hochschule – Ergebnisse einer längsschnittlichen qualitativen Untersuchung.
Presented at the GEBF-Tagung, Heidelberg .
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}
}'
chicago: Jenert, Tobias, Taiga Brahm, and Luci Gommers . “Die Enkulturation von
Studierenden an Der Hochschule – Ergebnisse Einer Längsschnittlichen Qualitativen
Untersuchung,” 2017.
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.
mla: Jenert, Tobias, et al. Die Enkulturation von Studierenden an Der Hochschule
– Ergebnisse Einer Längsschnittlichen Qualitativen Untersuchung. 2017.
short: 'T. Jenert, T. Brahm, L. Gommers , in: 2017.'
conference:
end_date: 2017-03-15
location: 'Heidelberg '
name: GEBF-Tagung
start_date: 2017-03-13
date_created: 2018-09-18T12:34:56Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
status: public
title: Die Enkulturation von Studierenden an der Hochschule – Ergebnisse einer längsschnittlichen
qualitativen Untersuchung
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4459'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Dietrich
full_name: Wagner, Dietrich
last_name: Wagner
citation:
ama: 'Jenert T, Brahm T, Wagner D. Warum Wirtschaftsstudierende (nicht) reflektieren.
Eine empirische Untersuchung. . In: ; 2017.'
apa: Jenert, T., Brahm, T., & Wagner, D. (2017). Warum Wirtschaftsstudierende
(nicht) reflektieren. Eine empirische Untersuchung. . Presented at the Jahrestagung
der Sektion empirische Bildungsforschung der DGFE, Tübingen .
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} }'
chicago: Jenert, Tobias, Taiga Brahm, and Dietrich Wagner. “Warum Wirtschaftsstudierende
(Nicht) Reflektieren. Eine Empirische Untersuchung. ,” 2017.
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.
mla: Jenert, Tobias, et al. Warum Wirtschaftsstudierende (Nicht) Reflektieren.
Eine Empirische Untersuchung. . 2017.
short: 'T. Jenert, T. Brahm, D. Wagner, in: 2017.'
conference:
end_date: 2017-09-27
location: 'Tübingen '
name: Jahrestagung der Sektion empirische Bildungsforschung der DGFE
start_date: 2017-09-25
date_created: 2018-09-18T12:38:30Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: 'Warum Wirtschaftsstudierende (nicht) reflektieren. Eine empirische Untersuchung. '
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4503'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: M.
full_name: Barnat, M.
last_name: Barnat
- first_name: P.
full_name: Salden, P.
last_name: Salden
- first_name: B.
full_name: Dilger, B.
last_name: Dilger
citation:
ama: 'Jenert T, Barnat M, Salden P, Dilger B. Struktur, Prozess oder Didaktik als
Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen.
In: Tagungsband DGHD Tagung 2017. Köln: Deutsche Gesellschaft für Hochschuldidaktik
dghd; 2017.'
apa: 'Jenert, T., Barnat, M., Salden, P., & Dilger, B. (2017). Struktur, Prozess
oder Didaktik als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung
an Hochschulen. In Tagungsband DGHD Tagung 2017. Köln: Deutsche Gesellschaft
für Hochschuldidaktik dghd.'
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} }'
chicago: 'Jenert, Tobias, M. Barnat, P. Salden, and B. Dilger. “Struktur, Prozess
Oder Didaktik Als Ausgangspunkt? Ein Integratives Modell Der Curriculumentwicklung
an Hochschulen.” In Tagungsband DGHD Tagung 2017. Köln: Deutsche Gesellschaft
für Hochschuldidaktik dghd, 2017.'
ieee: T. Jenert, M. Barnat, P. Salden, and B. Dilger, “Struktur, Prozess oder Didaktik
als Ausgangspunkt? Ein integratives Modell der Curriculumentwicklung an Hochschulen,”
in Tagungsband DGHD Tagung 2017, Köln, 2017.
mla: Jenert, Tobias, et al. “Struktur, Prozess Oder Didaktik Als Ausgangspunkt?
Ein Integratives Modell Der Curriculumentwicklung an Hochschulen.” Tagungsband
DGHD Tagung 2017, 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.'
conference:
end_date: 2017-03-10
location: Köln
name: 46. dghd-Jahrestagung 2017
start_date: 2017-03-07
date_created: 2018-09-19T11:06:09Z
date_updated: 2022-01-06T07:01:07Z
department:
- _id: '208'
- _id: '282'
extern: '1'
place: Köln
publication: Tagungsband DGHD Tagung 2017
publisher: Deutsche Gesellschaft für Hochschuldidaktik dghd
status: public
title: Struktur, Prozess oder Didaktik als Ausgangspunkt? Ein integratives Modell
der Curriculumentwicklung an Hochschulen
type: conference
user_id: '51057'
year: '2017'
...
---
_id: '4421'
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.
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
- first_name: Dietrich
full_name: Wagner, Dietrich
last_name: Wagner
citation:
ama: 'Brahm T, Jenert T, Wagner D. The crucial first year: a longitudinal study
of students’ motivational development at a Swiss Business School. Higher Education.
2016;73(3):459-478. doi:10.1007/s10734-016-0095-8'
apa: 'Brahm, T., Jenert, T., & Wagner, D. (2016). The crucial first year: a
longitudinal study of students’ motivational development at a Swiss Business School.
Higher Education, 73(3), 459–478. https://doi.org/10.1007/s10734-016-0095-8'
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={10.1007/s10734-016-0095-8},
number={3}, journal={Higher Education}, publisher={Springer Nature}, author={Brahm,
Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2016}, pages={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.” Higher Education 73, no. 3 (2016): 459–78. https://doi.org/10.1007/s10734-016-0095-8.'
ieee: 'T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal
study of students’ motivational development at a Swiss Business School,” Higher
Education, vol. 73, no. 3, pp. 459–478, 2016.'
mla: 'Brahm, Taiga, et al. “The Crucial First Year: A Longitudinal Study of Students’
Motivational Development at a Swiss Business School.” Higher Education,
vol. 73, no. 3, Springer Nature, 2016, pp. 459–78, doi:10.1007/s10734-016-0095-8.'
short: T. Brahm, T. Jenert, D. Wagner, Higher Education 73 (2016) 459–478.
date_created: 2018-09-18T08:58:54Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
doi: 10.1007/s10734-016-0095-8
extern: '1'
intvolume: ' 73'
issue: '3'
keyword:
- Transition to higher education
- Motivation
- Longitudinal study
- Socio-cultural factors
- Latent change model
- Switzerland
page: 459-478
publication: Higher Education
publication_identifier:
issn:
- 0018-1560
- 1573-174X
publication_status: published
publisher: Springer Nature
status: public
title: 'The crucial first year: a longitudinal study of students’ motivational development
at a Swiss Business School'
type: journal_article
user_id: '51057'
volume: 73
year: '2016'
...
---
_id: '4439'
abstract:
- lang: ger
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."
author:
- first_name: Institut für Wirtschaftspädagogik
full_name: Autorengruppe, Institut für Wirtschaftspädagogik
last_name: Autorengruppe
citation:
ama: 'Autorengruppe I für W. Persönlichkeitsförderung Im Schulunterricht, Band
I: Realistische Ursachenzuschreibungen. Bern; 2016.'
apa: 'Autorengruppe, I. für W. (2016). Persönlichkeitsförderung im Schulunterricht,
Band I: Realistische Ursachenzuschreibungen. Bern.'
bibtex: '@book{Autorengruppe_2016, place={Bern}, title={Persönlichkeitsförderung
im Schulunterricht, Band I: Realistische Ursachenzuschreibungen}, author={Autorengruppe,
Institut für Wirtschaftspädagogik}, year={2016} }'
chicago: 'Autorengruppe, Institut für Wirtschaftspädagogik. Persönlichkeitsförderung
Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. Bern, 2016.'
ieee: 'I. für W. Autorengruppe, Persönlichkeitsförderung im Schulunterricht,
Band I: Realistische Ursachenzuschreibungen. Bern, 2016.'
mla: 'Autorengruppe, Institut für Wirtschaftspädagogik. Persönlichkeitsförderung
Im Schulunterricht, Band I: Realistische Ursachenzuschreibungen. 2016.'
short: 'I. für W. Autorengruppe, Persönlichkeitsförderung Im Schulunterricht, Band
I: Realistische Ursachenzuschreibungen, Bern, 2016.'
date_created: 2018-09-18T11:27:39Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
place: Bern
status: public
title: 'Persönlichkeitsförderung im Schulunterricht, Band I: Realistische Ursachenzuschreibungen'
type: book
user_id: '51057'
year: '2016'
...