@article{60144,
  author       = {{Depenbusch, Sarah}},
  journal      = {{Frontiers in Computer Science}},
  number       = {{1553441}},
  title        = {{{VR-based avatar videos as an effective tool for process training in the context of digitalization?}}},
  doi          = {{10.3389/fcomp.2025.1553441}},
  volume       = {{7}},
  year         = {{2025}},
}

@article{54776,
  author       = {{Soyka, Chantal and Schaper, Niclas}},
  journal      = {{Frontiers in Education}},
  title        = {{{Analyzing student response processes to refine and validate a competency model and competency-based assessment task types}}},
  doi          = {{https://doi.org/10.3389/feduc.2024.1397027}},
  volume       = {{9}},
  year         = {{2024}},
}

@inproceedings{58361,
  author       = {{Depenbusch, Sarah and Schaper, Niclas}},
  location     = {{Wien}},
  title        = {{{Ist Job Crafting eine hilfreiche Bewältigungsstrategie im Umgang mit Technostress?}}},
  year         = {{2024}},
}

@inbook{35681,
  author       = {{Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Schürmann, Mirko and Biehler, Rolf and Schaper, Niclas}},
  booktitle    = {{Practice-Oriented Research in Tertiary Mathematics Education}},
  isbn         = {{9783031141744}},
  issn         = {{1869-4918}},
  pages        = {{91--117}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Framing Goals of Mathematics Support Measures}}},
  doi          = {{10.1007/978-3-031-14175-1_5}},
  year         = {{2023}},
}

@article{47065,
  abstract     = {{The reform of the European academic landscape with the introduction of bachelor's and master's degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student's competences comprehensively are given.}},
  author       = {{Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas}},
  journal      = {{Enterprise Modelling and Information Systems Architectures}},
  keywords     = {{conceptual modeling, higher education, competence-oriented assessment, task analysis, graphical modeling}},
  title        = {{{Comparison of Required Competences and Task Material in Modeling Education}}},
  doi          = {{10.18417/EMISA.18.7}},
  volume       = {{18}},
  year         = {{2023}},
}

@inproceedings{58358,
  author       = {{Depenbusch, Sarah and Schaper, Niclas and Schumacher, Jan-Philip}},
  location     = {{Kassel}},
  title        = {{{VR zur prospektiven und prozessbezogenen Kompetenzmodellierung (PKOM) im Kontext der digitalen Transformation}}},
  year         = {{2023}},
}

@inproceedings{58359,
  author       = {{Depenbusch, Sarah and Schaper, Niclas and Schumacher, Jan-Philip and Schürmann, Mirko}},
  location     = {{Katowice}},
  title        = {{{Using VR-based animation videos to support business process understanding and learning motivation in SMEs}}},
  year         = {{2023}},
}

@misc{35698,
  author       = {{Schürmann, Mirko and Büdenbender-Kuklinski, C. and Lankeit, Elisa and Liebendörfer, Michael and Hochmuth, R. and Biehler, Rolf and Schaper, N.}},
  publisher    = {{LibreCat University}},
  title        = {{{Dokumentation der Erhebungsinstrumente des Projekts WiGeMath}}},
  doi          = {{10.17170/KOBRA-202205176188}},
  year         = {{2022}},
}

@article{33839,
  abstract     = {{Modeling is an integral part of many computing-related disciplines and thus also represents a curricular core component in computing education in tertiary education. Competence models in which modeling is integrated at least to some extent already exist in some of these disciplines. However, for the core component of graphical modeling, a competence model that illuminates the relevant competences in detail is still lacking. Therefore, we develop a competence model for graphical modeling with the aim to make teaching and especially assessments in the field more competence-oriented. This paper reports on the first two studies conducted to develop and validate the competence model for graphical modeling. In the first study, the structure of the competence model was developed based on theories and approaches of educational science. Competences relevant for graphical modeling were deductively derived from literature and existing university course descriptions using techniques of qualitative content analysis. The result of the first study is a preliminary competence model. In the second study, the preliminary competence model was reviewed by means of an expert rating in the modeling community. The competence model was revised and refined based on these findings and subsequent expert discussions. The main result of the investigation represents the competence model for graphical modeling (CMGM), which includes a total of 74 competence facets at different cognitive process levels in the five content areas of ”model understanding and interpreting”, ”model building and modifying”, ”values, attitudes, and beliefs”, ”metacognitive knowledge and skills”, and ”social-communicative skills”.}},
  author       = {{Soyka, Chantal and Schaper, Niclas and Bender, Elena and Striewe, Michael and Ullrich, Meike}},
  journal      = {{ACM Transactions on Computing Education}},
  keywords     = {{graphical modeling, conceptual modeling, computer science, competence model, higher education}},
  number       = {{1}},
  publisher    = {{Association for Computing Machinery}},
  title        = {{{Toward a Competence Model for Graphical Modeling}}},
  doi          = {{10.1145/3567598}},
  volume       = {{23}},
  year         = {{2022}},
}

@inproceedings{33760,
  author       = {{Ullrich, Meike and Pfeiffer, Peter and Schiefer, Gunther and Soyka, Chantal and Stottrop, Tobias and Striewe, Michael and Fettke, Peter and Loos, Peter and Oberweis, Andreas and Schaper, Niclas}},
  booktitle    = {{20. Fachtagung Bildungstechnologien (DELFI)}},
  editor       = {{Henning, Peter A. and Striewe, Michael and Wölfel, Matthias}},
  pages        = {{ 233--234 }},
  publisher    = {{Gesellschaft für Informatik e.V.}},
  title        = {{{Piloteinsatz einer E-Assessment-Plattform für die grafische Modellierung}}},
  doi          = {{ 10.18420/delfi2022-047 }},
  year         = {{2022}},
}

@inproceedings{33764,
  author       = {{Ullrich, Meike and Pfeiffer, Peter and Schiefer, Gunther and Soyka, Chantal and Stottrop, Tobias and Striewe, Michael and Fettke, Peter and Loos, Peter and Oberweis, Andreas and Schaper, Niclas}},
  booktitle    = {{20. Fachtagung Bildungstechnologien (DELFI)}},
  editor       = {{Henning, Peter A. and Striewe, Michael and Wölfel, Matthias}},
  pages        = {{ 247--248 }},
  publisher    = {{Gesellschaft für Informatik e.V.}},
  title        = {{{E-Assessment-Plattform für die grafische Modellierung}}},
  doi          = {{ 10.18420/delfi2022-053 }},
  year         = {{2022}},
}

@inproceedings{40267,
  author       = {{Depenbusch, Sarah and Schürmann, Mirko and Schaper, Niclas and Seifert, Andreas and Schumacher, Jan-Philip and Straatmann, Tammo}},
  location     = {{Glasgow}},
  title        = {{{Effects of Digital Transformation on Job Satisfaction and Employee Retention: An Integrative Framework}}},
  year         = {{2022}},
}

@article{40260,
  abstract     = {{<jats:p>BACKGROUND: Challenged by digital transformation, organizations increasingly integrate information and communication technologies into work designs. Often focal points of such digital reengineering initiatives are technical and economic aspects. Yet, as integration of new technologies affects how employee work and interact, there is a need to evaluate human-centered criteria (human-factor evaluation), optimally by involving employees as situational experts. OBJECTIVE: The present study develops an integrative and persona-based evaluation approach of human-centered criteria for application in participative digital (re-)design of work to support the joint optimization of the technical and social system. METHODS: Drawing on methods from usability evaluation, a persona-based approach is developed to facilitate comprehension and application of human-centered evaluation by employees. To that end, human-centered criteria from existing evaluation models are systemized with specific reference to digital transformation of work processes. The developed approach is tested in pilot runs of three German small and medium-sized enterprises (SMEs). RESULTS: The initial overview shows a divergence of specific human-centered criteria at the detailed level. Simultaneously, a high convergence is found for overarching dimensions and categories. The Integrative Socio-Digital Evaluation Model (ISDEM) is developed to balance complexity and abstraction of criteria. The derived persona-based approach (persISDEM) shows a good applicability in the pilot runs. CONCLUSIONS: The present study provides an amendment to existing work design approaches with an emphasis on employee participation, enabling organizations to foster employees’ comprehension and motivation to engage in evaluations of digital (re-)design of work and to create motivating and healthy jobs for successful digital transformation.</jats:p>}},
  author       = {{Schumacher, Jan-Philip and Depenbusch, Sarah and Straatmann, Tammo and Bender, Elena and Schaper, Niclas and Hamborg, Kai-Christoph}},
  issn         = {{1051-9815}},
  journal      = {{Work}},
  keywords     = {{Public Health, Environmental and Occupational Health, Rehabilitation}},
  number       = {{4}},
  pages        = {{1629--1654}},
  publisher    = {{IOS Press}},
  title        = {{{Participative human-factor evaluation in the context of digital work (re-)design}}},
  doi          = {{10.3233/wor-211248}},
  volume       = {{72}},
  year         = {{2022}},
}

@article{35702,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.</jats:p>}},
  author       = {{Schürmann, Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Hilgert, Joachim}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  number       = {{1}},
  pages        = {{94--120}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Consultation Phases in Mathematics Learning and Support Centres}}},
  doi          = {{10.1007/s40753-021-00154-9}},
  volume       = {{8}},
  year         = {{2021}},
}

@article{24786,
  author       = {{Schürmann, Mirko and Liebendörfer, Michael and Gildehaus, Lara and Schaper, Niclas and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Kuklinski, Christiane and Ruge, Johanna}},
  journal      = {{Sigma newsletter}},
  pages        = {{5--6}},
  title        = {{{Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany}}},
  volume       = {{22}},
  year         = {{2021}},
}

@article{37231,
  abstract     = {{<jats:title>Zusammenfassung</jats:title><jats:p>In diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird das Instrument zur Diagnose pädagogischer Kompetenzen von Pflegelehrpersonen (PädKomPflege) vorgestellt.</jats:p><jats:p>Die Berufsbildung in der Pflege ist durch sich verändernde inhaltliche und gesetzliche Anforderungen geprägt. Verschiedene landesspezifische rechtliche Vorgaben führen zu einem sehr heterogenen Bild von Qualifikationen und Kompetenzen der Pflegelehrpersonen. Die Anrechnung bereits erworbener Kompetenzen auf pflegepädagogische Studiengänge sowie die Kompetenzerfassung und -bilanzierung in Berufsbildungseinrichtungen spielt daher eine wichtige Rolle. Vor diesem Hintergrund wurde das Instrument PädKomPflege entwickelt und erprobt. Grundlage des Kompetenzmodells sind die Empfehlungen der Kultusministerkonferenz (2004) zu den Standards für die (allgemeine) Lehrerbildung sowie Expertenworkshops und -interviews mit PflegedidaktikerInnen. Die empirische Erprobung erfolgte an einer Stichprobe von 1096 Pflegelehrpersonen. Psychometrische Analysen auf Grundlage der klassischen Testtheorie sowie IRT-basierte Analysen führten zu einer Überarbeitung des Instruments, welches nun als zweisprachiges Online-Self-Assessmenttool (eng./deut.) vorliegt. Die Validierung der deutschsprachigen Version fand anhand von 545 TeilnehmerInnen im Jahr 2016 statt, sodass ein geprüftes Instrument mit 54 Items in den fünf Hauptskalen (Unterricht, Beurteilung, Beratung, Lernortkooperation sowie Organisations- und Schulentwicklung) und 18 Subskalen zur Verfügung steht.</jats:p><jats:p>Sowohl klassische als auch probabilistische Testgütekriterien werden erfüllt. Die Skalen weisen hohe interne Konsistenzen auf (<jats:italic>α</jats:italic> &gt; 0,80) und sind überwiegend konstruktvalide. So lassen sich für 17 der 18 Subskalen ordinale Raschmodelle anpassen. Auf der Ebene der Hauptskalen können Partial Credit Modelle für alle Items von modellkonformen Subskalen einer Hauptskala angepasst werden. Das Instrument kann zur individuellen Kompetenzdiagnostik, zur Identifikation von Bildungsbedarfen in Schulen des Gesundheitswesens und im Kontext beruflicher Bildungsprozesse genutzt werden. In der Onlineversion erhalten Teilnehmende abschließend ein individuelles Kompetenzprofil mit möglichen Vergleichswerten. Das Tool kann begleitend zu Qualifizierungsprozessen als Monitoring-Instrument oder zur individuellen Kompetenzbilanzierung eingesetzt werden.</jats:p>}},
  author       = {{Schürmann, Mirko and Bender, Elena and Grebe, Christian}},
  issn         = {{2366-6145}},
  journal      = {{Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology, Developmental and Educational Psychology, Education, Social Psychology}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen}}},
  doi          = {{10.1007/s11612-021-00574-w}},
  year         = {{2021}},
}

@misc{37234,
  author       = {{Grebe, Christian and Schürmann, Mirko and Latteck, Änne-Dörte}},
  publisher    = {{LibreCat University}},
  title        = {{{Die Health Professionals Competence Scales (HePCoS) zur Kompetenzerfassung in den Gesundheitsfachberufen. Technical Report}}},
  doi          = {{10.13140/RG.2.2.13480.08967/1}},
  year         = {{2021}},
}

@article{33748,
  abstract     = {{<jats:p> Zusammenfassung. In der Arbeit 4.0 ist durch neue Beschäftigungsmöglichkeiten für Mitarbeitende eine Langzeitbindung an ein Unternehmen seltener. Unternehmen reagieren mit flexibilisierten Arbeitsplätzen, um diesem Wunsch der Mitarbeitenden nachzukommen. Flexibilisierung reduziert die Absicht das Unternehmen zu verlassen. Dabei ist wichtig, räumliche und zeitliche Flexibilisierung zu differenzieren. Außerdem gewinnen individuelle Werte bezüglich Stabilität und Kontinuität an Bedeutung und können den Bindungswunsch stärken. Hauptziel dieser Untersuchung ist, anhand eines kontroll- und ressourcentheoretisch fundierten Rahmens in zwei aufeinander aufbauenden Studien ( N = 448, N = 202) die (potenziell unterschiedlich starken) Zusammenhänge von zeitlicher und räumlicher Flexibilisierung mit Mitarbeitendenbindung zu analysieren und zu prüfen, ob sich diese Zusammenhänge bestätigen lassen, wenn zusätzlich individuelle Werte in die Analyse einbezogen werden. Die Ergebnisse zeigen, dass zeitliche und räumliche Flexibilisierung unterschiedlich mit der Bleibeabsicht zusammenhängen. Während zeitliche Flexibilisierung positive Zusammenhänge zeigt, finden sich in Bezug auf räumliche Flexibilisierung keine Zusammenhänge. Werte bezüglich Stabilität und Kontinuität scheinen dabei nicht mit einer stärkeren Mitarbeitendenbindung zusammenzuhängen. </jats:p>}},
  author       = {{Bender, Elena and Schürmann, Mirko and Poethke, Ute and Soyka, Chantal and Schaper, Niclas and Rowold, und Jens}},
  issn         = {{0932-4089}},
  journal      = {{Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology}},
  number       = {{1}},
  pages        = {{14--30}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten           für Mitarbeitendenbindung in der Arbeitswelt 4.0}}},
  doi          = {{10.1026/0932-4089/a000364}},
  volume       = {{66}},
  year         = {{2021}},
}

@inproceedings{40262,
  author       = {{Depenbusch, Sarah and Bender, Elena and Schaper, Niclas}},
  location     = {{Chemnitz}},
  title        = {{{Prospektive und prozessbezogene Kompetenzanalyse - Gestaltung und Erprobung eines Vorgehens}}},
  year         = {{2021}},
}

@article{37406,
  author       = {{Decius, Julian and Knappstein, Michael and Schaper, Niclas and Seifert, Andreas}},
  issn         = {{1044-8004}},
  journal      = {{Human Resource Development Quarterly}},
  keywords     = {{Organizational Behavior and Human Resource Management, Arts and Humanities (miscellaneous)}},
  publisher    = {{Wiley}},
  title        = {{{Investigating the multidimensionality of informal learning: Validation of a short measure for white‐collar workers}}},
  doi          = {{10.1002/hrdq.21461}},
  year         = {{2021}},
}