--- _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' ...