---
_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'
...
---
_id: '4460'
abstract:
- lang: eng
text: "The first year of studying has been extensively researched in order to better
understand the transition into Higher Education (HE) as well as the phenomena
of student performance, retention, and drop out. Although research points to the
importance of the socio-cultural dimension of first-year experiences, surprisingly
little is known about the actual processes through which students integrate into
the socio-cultural context of HE. To address this research gap, an interview study
was conducted with 15 first-year university students. The analysis revealed distinctive
transition processes into HE that were developed into a typology with four transition
types.\r\n\r\nInterestingly, students who tended to be more critically reflective
about their studies were in danger of having a rougher transition than less critically
reflective counterparts. For the former, it is essential to develop social relationships
that tie them to their studies while the latter manage study-related challenges
by simply working through them.\r\n"
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
- first_name: Patrizia
full_name: Kühner, Patrizia
last_name: Kühner
citation:
ama: 'Jenert T, Brahm T, Gommers L, Kühner P. A typology of students’ enculturation
during the first year at University. In: ; 2016.'
apa: Jenert, T., Brahm, T., Gommers, L., & Kühner, P. (2016). A typology of
students’ enculturation during the first year at University. Presented at the
The Higher Education Conference 2016, Amsterdam.
bibtex: '@inproceedings{Jenert_Brahm_Gommers_Kühner_2016, title={A typology of students’
enculturation during the first year at University}, author={Jenert, Tobias and
Brahm, Taiga and Gommers, Luci and Kühner, Patrizia}, year={2016} }'
chicago: Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner. “A Typology
of Students’ Enculturation during the First Year at University,” 2016.
ieee: T. Jenert, T. Brahm, L. Gommers, and P. Kühner, “A typology of students’ enculturation
during the first year at University,” presented at the The Higher Education Conference
2016, Amsterdam, 2016.
mla: Jenert, Tobias, et al. A Typology of Students’ Enculturation during the
First Year at University. 2016.
short: 'T. Jenert, T. Brahm, L. Gommers, P. Kühner, in: 2016.'
conference:
end_date: 2016-07-15
location: Amsterdam
name: The Higher Education Conference 2016
start_date: 2016-07-13
date_created: 2018-09-18T12:39:35Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: A typology of students’ enculturation during the first year at University
type: conference
user_id: '51057'
year: '2016'
...
---
_id: '4461'
abstract:
- lang: eng
text: Entrepreneurial contexts are characterized by uncertainty, often requiring
entrepreneurs to adapt in order to tackle the corresponding challenges and succeed.
While entrepreneurial success may be explained by experiential learning, little
is known as to why some experienced entrepreneurs are more successful at adapting
to uncertain conditions. It has been suggested that these differences are due
to enhanced cognitive resources that are analogous to those of experts. Since
expertise can be developed through self-regulated learning (SRL), our paper seeks
to explain the missing link between experience and entrepreneurial success. By
drawing from advances in expert research and a social cognitive view of self-regulation,
we develop a process oriented model of self-regulated entrepreneurial learning
(SREL) in order to explain why expert entrepreneurs are better able to self-regulate
and adapt their behavior during uncertainty (compared to novices and non-experts).
We further develop empirically testable research propositions, and discuss theoretical
and practical implications for aspiring entrepreneurs and entrepreneurs alike.
alternative_title:
- Academy of Management Annual Meeting Proceedings
author:
- first_name: Christoph
full_name: Winkler, Christoph
last_name: Winkler
- first_name: Alexander
full_name: Fust, Alexander
last_name: Fust
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Winkler C, Fust A, Jenert T. Differentiating Novice, Non-expert and Expert
Entrepreneurs: A Self-regulated Learning Perspective. In: Academy of Management
Proceedings. ; 2016:12056.'
apa: 'Winkler, C., Fust, A., & Jenert, T. (2016). Differentiating Novice, Non-expert
and Expert Entrepreneurs: A Self-regulated Learning Perspective. In Academy
of Management Proceedings (p. 12056). Anaheim, CA.'
bibtex: '@inproceedings{Winkler_Fust_Jenert_2016, title={Differentiating Novice,
Non-expert and Expert Entrepreneurs: A Self-regulated Learning Perspective}, number={1},
booktitle={Academy of Management Proceedings}, author={Winkler, Christoph and
Fust, Alexander and Jenert, Tobias}, year={2016}, pages={12056} }'
chicago: 'Winkler, Christoph, Alexander Fust, and Tobias Jenert. “Differentiating
Novice, Non-Expert and Expert Entrepreneurs: A Self-Regulated Learning Perspective.”
In Academy of Management Proceedings, 12056, 2016.'
ieee: 'C. Winkler, A. Fust, and T. Jenert, “Differentiating Novice, Non-expert and
Expert Entrepreneurs: A Self-regulated Learning Perspective,” in Academy of
Management Proceedings, Anaheim, CA, 2016, no. 1, p. 12056.'
mla: 'Winkler, Christoph, et al. “Differentiating Novice, Non-Expert and Expert
Entrepreneurs: A Self-Regulated Learning Perspective.” Academy of Management
Proceedings, no. 1, 2016, p. 12056.'
short: 'C. Winkler, A. Fust, T. Jenert, in: Academy of Management Proceedings, 2016,
p. 12056.'
conference:
end_date: 2016-08-09
location: Anaheim, CA
name: 76th Academy of Management Annual Meeting (AOM) 2016 "Making Organizations
Meaningful"
start_date: 2016-08-05
date_created: 2018-09-18T12:42:30Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
issue: '1'
page: '12056'
publication: Academy of Management Proceedings
status: public
title: 'Differentiating Novice, Non-expert and Expert Entrepreneurs: A Self-regulated
Learning Perspective'
type: conference
user_id: '51057'
year: '2016'
...
---
_id: '4462'
author:
- first_name: Bernadette
full_name: Dilger, Bernadette
last_name: Dilger
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Peter F. E.
full_name: Sloane, Peter F. E.
id: '503'
last_name: Sloane
citation:
ama: 'Dilger B, Jenert T, Sloane PFE. Studienprogramm-Entwicklung in unterschiedlichen
Spannungsfeldern. In: ; 2016.'
apa: Dilger, B., Jenert, T., & Sloane, P. F. E. (2016). Studienprogramm-Entwicklung
in unterschiedlichen Spannungsfeldern. Presented at the 45. Jahrestagung der DGHD,
Bochum.
bibtex: '@inproceedings{Dilger_Jenert_Sloane_2016, title={Studienprogramm-Entwicklung
in unterschiedlichen Spannungsfeldern}, author={Dilger, Bernadette and Jenert,
Tobias and Sloane, Peter F. E.}, year={2016} }'
chicago: Dilger, Bernadette, Tobias Jenert, and Peter F. E. Sloane. “Studienprogramm-Entwicklung
in Unterschiedlichen Spannungsfeldern,” 2016.
ieee: B. Dilger, T. Jenert, and P. F. E. Sloane, “Studienprogramm-Entwicklung in
unterschiedlichen Spannungsfeldern,” presented at the 45. Jahrestagung der DGHD,
Bochum, 2016.
mla: Dilger, Bernadette, et al. Studienprogramm-Entwicklung in Unterschiedlichen
Spannungsfeldern. 2016.
short: 'B. Dilger, T. Jenert, P.F.E. Sloane, in: 2016.'
conference:
end_date: 2016-09-23
location: Bochum
name: 45. Jahrestagung der DGHD
start_date: 2016-09-21
date_created: 2018-09-18T12:49:32Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: Studienprogramm-Entwicklung in unterschiedlichen Spannungsfeldern
type: conference
user_id: '51057'
year: '2016'
...
---
_id: '4507'
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. Von der Curriculum - zur Studienprogrammentwicklung: Argumente für
eine Perspektiverweiterung. In: Jenert T, Brahm T, Euler D, eds. Pädagogische
Hochschulentwicklung - Von der Programmatik zur Implementierung. Wiesbaden:
Springer Verlag ; 2016:26-29.'
apa: 'Jenert, T. (2016). Von der Curriculum - zur Studienprogrammentwicklung: Argumente
für eine Perspektiverweiterung. In T. Jenert , T. Brahm, & D. Euler (Eds.),
Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung
(pp. 26–29). Wiesbaden: Springer Verlag .'
bibtex: '@inbook{Jenert_2016, place={Wiesbaden}, title={Von der Curriculum - zur
Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung}, booktitle={Pädagogische
Hochschulentwicklung - Von der Programmatik zur Implementierung}, publisher={Springer
Verlag }, author={Jenert, Tobias}, editor={Jenert , Tobias and Brahm, Taiga and
Euler , DieterEditors}, year={2016}, pages={26–29} }'
chicago: 'Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung:
Argumente für eine Perspektiverweiterung.” In Pädagogische Hochschulentwicklung
- Von der Programmatik zur Implementierung, edited by Tobias Jenert , Taiga
Brahm, and Dieter Euler , 26–29. Wiesbaden: Springer Verlag , 2016.'
ieee: 'T. Jenert, “Von der Curriculum - zur Studienprogrammentwicklung: Argumente
für eine Perspektiverweiterung,” in Pädagogische Hochschulentwicklung - Von
der Programmatik zur Implementierung, T. Jenert , T. Brahm, and D. Euler ,
Eds. Wiesbaden: Springer Verlag , 2016, pp. 26–29.'
mla: 'Jenert, Tobias. “Von der Curriculum - zur Studienprogrammentwicklung: Argumente
für eine Perspektiverweiterung.” Pädagogische Hochschulentwicklung - Von der
Programmatik zur Implementierung, edited by Tobias Jenert et al., Springer
Verlag , 2016, pp. 26–29.'
short: 'T. Jenert, in: T. Jenert , T. Brahm, D. Euler (Eds.), Pädagogische Hochschulentwicklung
- Von der Programmatik zur Implementierung, Springer Verlag , Wiesbaden, 2016,
pp. 26–29.'
date_created: 2018-09-19T11:32:57Z
date_updated: 2022-01-06T07:01:07Z
department:
- _id: '208'
- _id: '282'
editor:
- first_name: Tobias
full_name: Jenert , Tobias
last_name: 'Jenert '
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Dieter
full_name: Euler , Dieter
last_name: 'Euler '
extern: '1'
language:
- iso: ger
page: '26-29 '
place: Wiesbaden
publication: Pädagogische Hochschulentwicklung - Von der Programmatik zur Implementierung
publication_identifier:
isbn:
- 978-3-658-12067-2
publisher: 'Springer Verlag '
status: public
title: 'Von der Curriculum - zur Studienprogrammentwicklung: Argumente für eine Perspektiverweiterung'
type: book_chapter
user_id: '51057'
year: '2016'
...
---
_id: '4533'
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. Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender
als zentraler Bestandteil der Kompetenzentwicklung. In: Vortrag Im Rahmen
Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich.
; 2016.'
apa: 'Jenert, T. (2016). Mehr als nur „gute“ Stimmung: Einstellungen und Motivation
Studierender als zentraler Bestandteil der Kompetenzentwicklung. In Vortrag
im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.
Linz.'
bibtex: '@inproceedings{Jenert_2016, title={Mehr als nur „gute“ Stimmung: Einstellungen
und Motivation Studierender als zentraler Bestandteil der Kompetenzentwicklung},
booktitle={ Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule
Oberösterreich.}, author={Jenert, Tobias}, year={2016} }'
chicago: 'Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation
Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” In Vortrag
Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich.,
2016.'
ieee: 'T. Jenert, “Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender
als zentraler Bestandteil der Kompetenzentwicklung,” in Vortrag im Rahmen
des Expert_Innenforums Hochschuldidaktik der Fachhochschule Oberösterreich.,
Linz, 2016.'
mla: 'Jenert, Tobias. “Mehr Als Nur „gute“ Stimmung: Einstellungen Und Motivation
Studierender Als Zentraler Bestandteil Der Kompetenzentwicklung.” Vortrag
Im Rahmen Des Expert_Innenforums Hochschuldidaktik Der Fachhochschule Oberösterreich.,
2016.'
short: 'T. Jenert, in: Vortrag Im Rahmen Des Expert_Innenforums Hochschuldidaktik
Der Fachhochschule Oberösterreich., 2016.'
conference:
location: Linz
date_created: 2018-09-20T09:17:23Z
date_updated: 2022-01-06T07:01:09Z
department:
- _id: '208'
- _id: '282'
extern: '1'
publication: ' Vortrag im Rahmen des Expert_Innenforums Hochschuldidaktik der Fachhochschule
Oberösterreich.'
status: public
title: 'Mehr als nur „gute“ Stimmung: Einstellungen und Motivation Studierender als
zentraler Bestandteil der Kompetenzentwicklung'
type: conference
user_id: '51057'
year: '2016'
...
---
_id: '4639'
abstract:
- lang: eng
text: "Bildung findet auf kommunaler Ebene statt. Dies ist der Ort, an dem ganz
unterschiedliche Maßnahmen durchgeführt werden, die entweder nach Landesrecht,
Bundesrecht oder nach den Vorschriften der Kammern reguliert sind oder aber aufgrund
von privatrechtlichen Vereinbarungen zustande kommen. Kommunen sind dabei kein
neutraler ‚Austragungsort’ von Bildung. Vielmehr ist das kommunale Bildungsangebot
eine ganz wesentliche Größe, wenn es um die Entwicklung von Kommunen geht. Die
Attraktivität und die Prosperität einer Stadt oder Gemeinde ist letztlich auch
davon abhängig, welche Bildungsangebote sie den Bürgern, aber auch den Betrieben,
Verbänden usw. machen kann. So gesehen hat kommunales Bildungsmanagement eine
sehr zentrale Funktion zur Unterstützung und Koordination von Bildungsmaßnahmen
vor Ort.\r\n\r\nVon 2009 bis 2014 hat der Bund mit dem Programm ‚Lernen vor Ort’
den Aufbau eines kommunalen Bildungsmanagements in 36 Kreisen und kreisfreien
Städten gefördert. Die vorliegende Studie analysiert die dabei gewonnenen Erfahrungen,
verdichtet diese zu einem Konzept des kommunalen Bildungsmanagements und zeigt
auf, wie ein erfolgreiches kommunales Bildungsmanagement gewinnbringend auf andere
Kommunen transferiert werden kann."
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: Sina
full_name: Fäckeler, Sina
last_name: Fäckeler
- first_name: Tobias Johannes
full_name: Jenert, Tobias Johannes
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Simone
full_name: Losch, Simone
id: '9856'
last_name: Losch
- first_name: Christoph
full_name: Meier, Christoph
last_name: Meier
- first_name: Karin
full_name: Meier, Karin
last_name: Meier
- first_name: Eva
full_name: Rüschen, Eva
last_name: Rüschen
- first_name: Helmut
full_name: Schröder, Helmut
id: '37232'
last_name: Schröder
citation:
ama: Euler D, Sloane PFE, Fäckeler S, et al. Kommunales Bildungsmanagement -
Kernkomponenten Und Gelingensbedingungen. EUSL; 2016.
apa: Euler, D., Sloane, P. F. E., Fäckeler, S., Jenert, T. J., Losch, S., Meier,
C., Meier, K., Rüschen, E., & Schröder, H. (2016). Kommunales Bildungsmanagement
- Kernkomponenten und Gelingensbedingungen. EUSL.
bibtex: '@book{Euler_Sloane_Fäckeler_Jenert_Losch_Meier_Meier_Rüschen_Schröder_2016,
place={Detmold}, title={Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen},
publisher={EUSL}, author={Euler, Dieter and Sloane, Peter F. E. and Fäckeler,
Sina and Jenert, Tobias Johannes and Losch, Simone and Meier, Christoph and Meier,
Karin and Rüschen, Eva and Schröder, Helmut}, year={2016} }'
chicago: 'Euler, Dieter, Peter F. E. Sloane, Sina Fäckeler, Tobias Johannes Jenert,
Simone Losch, Christoph Meier, Karin Meier, Eva Rüschen, and Helmut Schröder.
Kommunales Bildungsmanagement - Kernkomponenten Und Gelingensbedingungen.
Detmold: EUSL, 2016.'
ieee: 'D. Euler et al., Kommunales Bildungsmanagement - Kernkomponenten
und Gelingensbedingungen. Detmold: EUSL, 2016.'
mla: Euler, Dieter, et al. Kommunales Bildungsmanagement - Kernkomponenten Und
Gelingensbedingungen. EUSL, 2016.
short: D. Euler, P.F.E. Sloane, S. Fäckeler, T.J. Jenert, S. Losch, C. Meier, K.
Meier, E. Rüschen, H. Schröder, Kommunales Bildungsmanagement - Kernkomponenten
Und Gelingensbedingungen, EUSL, Detmold, 2016.
date_created: 2018-10-11T07:33:36Z
date_updated: 2023-10-16T10:12:22Z
department:
- _id: '209'
- _id: '282'
- _id: '208'
language:
- iso: eng
page: '106'
place: Detmold
publication_identifier:
isbn:
- 978-3-940625-56-4
publisher: EUSL
status: public
title: Kommunales Bildungsmanagement - Kernkomponenten und Gelingensbedingungen
type: book
user_id: '14931'
year: '2016'
...
---
_id: '4422'
author:
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
- first_name: Liisa
full_name: Postareff, Liisa
last_name: Postareff
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Sari
full_name: Lindblom-Ylänne, Sari
last_name: Lindblom-Ylänne
citation:
ama: Jenert T, Postareff L, Brahm T, Lindblom-Ylänne S. Enculturation and Development
of Beginning Students.; 2015.
apa: Jenert, T., Postareff, L., Brahm, T., & Lindblom-Ylänne, S. (2015). Enculturation
and development of beginning students.
bibtex: '@book{Jenert_Postareff_Brahm_Lindblom-Ylänne_2015, title={Enculturation
and development of beginning students}, author={Jenert, Tobias and Postareff,
Liisa and Brahm, Taiga and Lindblom-Ylänne, Sari}, year={2015} }'
chicago: Jenert, Tobias, Liisa Postareff, Taiga Brahm, and Sari Lindblom-Ylänne.
Enculturation and Development of Beginning Students, 2015.
ieee: T. Jenert, L. Postareff, T. Brahm, and S. Lindblom-Ylänne, Enculturation
and development of beginning students. 2015.
mla: Jenert, Tobias, et al. Enculturation and Development of Beginning Students.
2015.
short: T. Jenert, L. Postareff, T. Brahm, S. Lindblom-Ylänne, Enculturation and
Development of Beginning Students, 2015.
date_created: 2018-09-18T09:02:25Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: Enculturation and development of beginning students
type: book
user_id: '51057'
year: '2015'
...
---
_id: '4437'
abstract:
- lang: ger
text: 'Der Sammelband befasst sich mit einem umfassenden Ansatz zur Verbesserung
der Qualität von Lehre und Studium. Mit dem Konzept der pädagogischen Hochschulentwicklung
plädieren die AutorInnen dafür, bei der Umsetzung von Veränderungsprojekten die
verschiedenen Ebenen der Hochschule zu verschränken. Zum Beispiel sollten Initiativen,
die eine Lehrveranstaltung betreffen, idealerweise die (Aus )Wirkungen auf den
Ebenen der Studienprogramme und der Organisation berücksichtigen und aktiv gestalten.
Die einzelnen Beiträge stellen beispielhafte Initiativen aus unterschiedlichen
Disziplinen und Hochschulformen dar und illustrieren, wie die genannten Ebenen
in der praktischen Umsetzung verzahnt werden können. '
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
- first_name: Dieter
full_name: Euler, Dieter
last_name: Euler
citation:
ama: 'Brahm T, Jenert T, Euler D. Pädagogische Hochschulentwicklung: Von Der
Programmatik Zur Implementierung.; 2015.'
apa: 'Brahm, T., Jenert, T., & Euler, D. (2015). Pädagogische Hochschulentwicklung:
Von der Programmatik zur Implementierung.'
bibtex: '@book{Brahm_Jenert_Euler_2015, title={Pädagogische Hochschulentwicklung:
Von der Programmatik zur Implementierung}, author={Brahm, Taiga and Jenert, Tobias
and Euler, Dieter}, year={2015} }'
chicago: 'Brahm, Taiga, Tobias Jenert, and Dieter Euler. Pädagogische Hochschulentwicklung:
Von Der Programmatik Zur Implementierung, 2015.'
ieee: 'T. Brahm, T. Jenert, and D. Euler, Pädagogische Hochschulentwicklung:
Von der Programmatik zur Implementierung. 2015.'
mla: 'Brahm, Taiga, et al. Pädagogische Hochschulentwicklung: Von Der Programmatik
Zur Implementierung. 2015.'
short: 'T. Brahm, T. Jenert, D. Euler, Pädagogische Hochschulentwicklung: Von Der
Programmatik Zur Implementierung, 2015.'
date_created: 2018-09-18T11:18:10Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: 'Pädagogische Hochschulentwicklung: Von der Programmatik zur Implementierung'
type: book
user_id: '51057'
year: '2015'
...
---
_id: '4445'
abstract:
- lang: eng
text: Starting with this issue, the ZFHE will publish one English-speaking edition
per year on a topic of international interest, in order to disseminate German-language
research results beyond our borders and to encourage discussion in an international
context. This first English-language edition focuses on the experiences and the
academic socialization of first-year university students. The articles offer both
diagnoses and differentiations in terms of different types of first-year students,
as well as highlighting their experiences and development during their introduction
to the academic environment and examining connections between their academic development
and the existing educational environment.
author:
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
- first_name: Liisa
full_name: Postareff, Liisa
last_name: Postareff
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Sari
full_name: Lindblom-Ylänne, Sari
last_name: Lindblom-Ylänne
citation:
ama: Jenert T, Postareff L, Brahm T, Lindblom-Ylänne S. Enculturation and Development
of Beginning Students.; 2015.
apa: Jenert, T., Postareff, L., Brahm, T., & Lindblom-Ylänne, S. (2015). Enculturation
and development of beginning students.
bibtex: '@book{Jenert_Postareff_Brahm_Lindblom-Ylänne_2015, title={Enculturation
and development of beginning students}, author={Jenert, Tobias and Postareff,
Liisa and Brahm, Taiga and Lindblom-Ylänne, Sari}, year={2015} }'
chicago: Jenert, Tobias, Liisa Postareff, Taiga Brahm, and Sari Lindblom-Ylänne.
Enculturation and Development of Beginning Students, 2015.
ieee: T. Jenert, L. Postareff, T. Brahm, and S. Lindblom-Ylänne, Enculturation
and development of beginning students. 2015.
mla: Jenert, Tobias, et al. Enculturation and Development of Beginning Students.
2015.
short: T. Jenert, L. Postareff, T. Brahm, S. Lindblom-Ylänne, Enculturation and
Development of Beginning Students, 2015.
date_created: 2018-09-18T11:41:40Z
date_updated: 2022-01-06T07:01:04Z
department:
- _id: '208'
- _id: '282'
extern: '1'
status: public
title: Enculturation and development of beginning students
type: book
user_id: '51057'
year: '2015'
...
---
_id: '4463'
abstract:
- lang: eng
text: "Academic success in Higher Education is influenced by a number of different
factors. This paper tackles the question if the individual levels of motivation,
anxiety, enjoyment and self-efficacy, measured immediately before entering university,
influence the probability of academic success. Former studies have shown an influence
of the high school grade, the learning environment and motivational variables.
They do not investigate, however, the individual levels of the mentioned constructs
before the beginning of the studies. This research was conducted at the University
of St. Gallen/Switzerland. The sample includes 695 first-year students who provided
information about the individual level of the mentioned constructs. \r\nDescriptive
statistics show that on average the students are highly motivated, have a high
level of self-efficacy and are looking forward to their studies before their beginning.
Yet, there are students who have a high level of fear of failure in the study
in spite of their high motivation and self-efficacy. A logistic regression shows
that there is a significant effect of fear of failure on the probability of study
success. This paper shows that fear of failure can increase the probability of
academic failure and thus become a self-fulfilling prophecy. It confirms fear
as an important factor for academic success. Furthermore, other important factors
for academic success, for example the high school grade, could be confirmed in
this study"
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Dietrich
full_name: Wagner, Dietrich
last_name: Wagner
citation:
ama: 'Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic
failure. In: ; 2015.'
apa: Brahm, T., Jenert, T., & Wagner, D. (2015). The self-fulfilling prophecy
of fear of academic failure. Presented at the 16th Biennial EARLI Conference for
Research on Learning and Instruction, Zypern.
bibtex: '@inproceedings{Brahm_Jenert_Wagner_2015, title={The self-fulfilling prophecy
of fear of academic failure}, author={Brahm, Taiga and Jenert, Tobias and Wagner,
Dietrich}, year={2015} }'
chicago: Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling
Prophecy of Fear of Academic Failure,” 2015.
ieee: T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear
of academic failure,” presented at the 16th Biennial EARLI Conference for Research
on Learning and Instruction, Zypern, 2015.
mla: Brahm, Taiga, et al. The Self-Fulfilling Prophecy of Fear of Academic Failure.
2015.
short: 'T. Brahm, T. Jenert, D. Wagner, in: 2015.'
conference:
end_date: 2015-08-29
location: Zypern
name: 16th Biennial EARLI Conference for Research on Learning and Instruction
start_date: 2015-08-25
date_created: 2018-09-18T12:52:45Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Quantitative methods
- Student learning
- Emotion and Cognition
- Social sciences
- Higher education
- Motivation and Emotion
- Fear of Failure
status: public
title: The self-fulfilling prophecy of fear of academic failure
type: conference
user_id: '51057'
year: '2015'
...