@article{36481,
  abstract     = {{Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course ("EmMa") and examined the effects of "EmMa" by asking: How does "EmMa" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up "EmMa" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.}},
  author       = {{Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}},
  journal      = {{Mathematics Teacher Education and Development (MTED)}},
  keywords     = {{Beliefs, Competency Based Teacher Education, Control Groups, Early Childhood Education, Faculty Development, Foreign Countries, Inservice Teacher Education, Intervention, Mathematical Aptitude, Mathematics Skills, Pedagogical Content Knowledge, Preschool Teachers, Pretests Posttests, Professional Continuing Education, Statistical Analysis, Teacher Competency Testing}},
  number       = {{3}},
  pages        = {{76–93}},
  title        = {{{Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}}},
  volume       = {{19}},
  year         = {{2017}},
}

@article{34826,
  author       = {{Eichen, Lars and Bruns, Julia}},
  issn         = {{2191-9194}},
  journal      = {{Frühe Bildung}},
  keywords     = {{competency development, early childhood mathematics education, professional development course}},
  number       = {{2}},
  pages        = {{67--73}},
  publisher    = {{Hogrefe & Huber Publishers}},
  title        = {{{Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}}},
  doi          = {{10.1026/2191-9186/a000310}},
  volume       = {{6}},
  year         = {{2017}},
}

@article{4424,
  abstract     = {{In recent years, the design of study programmes in Higher Education (HE) has been given considerable attention by HE practitioners and researchers. Today, a sound body of concepts and experiences on different realisations of Bologna-conforming study programmes is available. The same, however, does not hold true for questions concerning the processes of implementing and further developing programmes. This paper investigates the challenges related with implementation, particularly at universities. A first aim is to understand the specifics of academic culture and their significance for programme implementation and development. Elaborating on this analysis, a second aim is to outline the role of educational developers in this process, as well as the necessary competencies to perform such a role.}},
  author       = {{Jenert, Tobias}},
  journal      = {{Zeitschrift für Hochschulentwicklung}},
  keywords     = {{Programmentwicklung, Studienprogramme, program development, educational development, academic culture, disciplinary culture}},
  number       = {{2}},
  pages        = {{1--12}},
  publisher    = {{Forum Neue Medien in der Lehre Austria}},
  title        = {{{Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture}}},
  volume       = {{9}},
  year         = {{2014}},
}

@inproceedings{4470,
  abstract     = {{Abstract Summary: Study programs are currently receiving more attention in Europe. In consequence, it can be observed that the roles of program development and management are professionalized. In the proposed round table, we would like to discuss the role of educational developers to support this professionalization via measures of training and process support in the light of recent developments in Switzerland.

Abstract Text: Professionalization of program development as an institutional responsibility 
In Switzerland, different developments in higher education have led to increased attention to the development and management of the study programs such as the Bologna process, an increasingly competitive environment, the tertiarisation of a number of professions formerly acquired through vocational education. Furthermore, the national qualification framework and in particular accreditation processes require HEI to demonstrate the effectiveness of their activities (e.g., Sursock & Smit, 2010). Many different actors have been involved in development processes on the program level but also within educational development units. However, so far a systematic discourse on key issues regarding the management and development of study programs is missing, not only in German-speaking Europe. The following main question will guide the round table session: How can educational development give vital impulses for program development?
Our starting points are two approaches or frameworks from Swiss HEI: a) the definition of competencies for new program professionals at the Zurich University for Teacher Education and b) a process for the strategic development of didactically-aligned study programs at the University of St. Gallen.

Framework 1: Competencies for program managers
The experiences with a training program for study program managers at the Zurich University for Teacher Education are reported. Over
a period of four years, a competency profile has been developed and refined. Insights into the challenges and struggles of this role
were gained. Despite diverse job characteristics of program managers (often resulting from an institution-specific history), there is a
common set of competencies necessary to successfully cope with organizational complexity such as role competency (Schein, 1992)
and lateral leadership (Kühl et al., 2005).
Framework 2: Towards a systematic development of study programs
The second initiative concerns the strategic approach to program development implemented at the University of St. Gallen (Brahm &
Jenert, 2013; Jenert, 2011). In this structured process, the program goes through four process steps: process initiation, program
analysis, program development, evaluation of the process and results. A major challenge in this process is the role of program
professionals. The goal is to establish them as change agents for a didactically-aligned study program.
Outcome: Role of educational development
After briefly introducing the two examples, the roles of program professionals and educational development in HEI will be discussed.
The questions guiding the discussion will be:
• How can program development be established as a continuing task, closely tied to quality development?
• How can the competencies of program professionals be developed and the local capacity and ownership be strengthened?
• How can educational development support program development and provide vital impulses?
Audience Engagement. Depending on the number of participants, first the questions will be discussed in groups. To put the results of
the discussion on record, it will be summarized and uploaded in our weblog for further discussion after the session.}},
  author       = {{Brahm, Taiga and Zellweger, Franziska and Jenert, Tobias and Thomann, Geri}},
  keywords     = {{curriculum development, study programs, Bologna, educational development, higher education}},
  location     = {{Stockholm}},
  title        = {{{Developing study programs as a continuous task-the role of educational developers}}},
  year         = {{2014}},
}

@inproceedings{4471,
  abstract     = {{Das Förderprogramm Lehren, organisiert von der Alfred Toepfer Stiftung F.V.S., kombiniert und erprobt verschiedene Ansätze zur Entwicklung der Lehrqualität an Hochschulen. Der vorgeschlagene Beitrag charakterisiert die unterschiedlichen Zugänge, beschreibt der Potenziale und Grenzen und reflektiert Möglichkeiten, komplementäre Lehrentwicklungs-Ansätze zu kombinieren.
Das "Lehren Jahresprogramm" bringt Lehrende, Hochschuldidaktiker/-innen und Leitungspersonen im Rahmen von fünf themenbezogenen Workshops zusammen. Der Austausch im Rahmen der Workshops soll die Teilnehmenden neben der individuellen Kompetenzentwicklung und gegenseitiger Perspektivübernahme dabei unterstützen, Innovationsprojekte an ihren Hochschulen zu entwickeln bzw. zu implementieren. Das Jahresprogramm vertritt damit einen Ansatz, der Lehrqualität durch die Gestaltung organisationaler Rahmenbedingungen an den Hochschulen zu entwickeln versucht. Mit der Kombination verschiedener Akteursgruppen sowie durch die zentrale Organisation des Programms soll eine Community von Lehrentwickler/-innen geschaffen werden, die Strategien zur lehrbezogenen Organisationsentwicklung an Hochschulen entwickelt und teilt.

Demgegenüber setzt das "Lehren-Kolleg" auf einen fachdidaktischen Zugang zur Lehrentwicklung an Hochschulen. So befassen sich im aktuellen Durchgang Teams aus sieben Hochschulen mit der Gestaltung der Mathematikausbildung in den Ingenieurswissenschaften. Auch hier werden von den teilnehmenden Hochschulvertreter/-innen jeweils Innovationsprojekte bearbeitet, wobei diese stets auf die fachdidaktische Fragestellung des Kollegs ausgerichtet sind. In diesem Ansatz spiegelt sich die starke Bedeutung wissenschaftlicher Disziplinen an Hochschulen wider. Die disziplinäre Zugehörigkeit gilt als stärkstes Element der beruflichen Identität von Hochschullehrenden und schlägt sich dementsprechend in den Kulturen einzelner Studienfächer nieder.

Der Beitrag stellt die beiden Zugänge zur Lehrentwicklung - organisations- und fachbezogen - vor dem Hintergrund erster Ergebnisse einer umfangreichen Begleitforschung dar. Dabei geht es nicht darum, die Ansätze konkurrierend darzustellen und sie hinsichtlich ihrer Effektivität zu vergleichen (i.S. der Debatte Fach- versus allgemeine Didaktik). Vielmehr werden die komplementären Potenziale und Schwächen herausgearbeitet, um schliesslich das Konzept eines kombinierten Ansatzes der Lehrentwicklung zu entwerfen, der eine möglichst umfangreiche Dissemination im Rahmen der komplexen Organisationsstrukturen von Hochschulen ermöglichen kann.}},
  author       = {{Jenert, Tobias}},
  keywords     = {{Lehrentwicklung, educational development}},
  location     = {{Braunschweig}},
  title        = {{{Eine Systematisierung komplementärer Zugänge zur Lehrentwicklung am Beispiel des Förderprogramms Lehren}}},
  year         = {{2014}},
}

@inproceedings{4478,
  abstract     = {{The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. 
Since attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying.}},
  author       = {{Brahm, Taiga and Jenert, Tobias and Euler, Dieter}},
  keywords     = {{attitudes, teaching and learning, studying, higher education institution, theory of planned behavior, instrument development}},
  location     = {{München }},
  publisher    = {{EARLI European Association for Research on Learning and Instruction}},
  title        = {{{On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}}},
  year         = {{2013}},
}

@inproceedings{4698,
  author       = {{Gregor, Shirley and Müller, Oliver and Seidel, Stefan}},
  booktitle    = {{European Conference on Information Systems}},
  keywords     = {{Abstraction, Affordances, Design Science Research, Design Theory, Information Systems Development, Reflection, Theorizing}},
  title        = {{{Reflection, abstraction and theorizing in design and development research}}},
  year         = {{2013}},
}

@article{47911,
  abstract     = {{<jats:title>ABSTRACT</jats:title><jats:p>This study examines how the disclosure of negative sustainability‐related incidents affects the investment‐related judgments of decision‐makers. Participants in a sequential 2 × 2 between‐subjects experiment first received a company's financial information before viewing additional sustainability information (by the company and by a non‐governmental organization (NGO); with and without negative disclosure). Results indicate that self‐reporting of negative incidents does not affect decision‐makers’ stock price estimates and investment decisions compared with judgments based on financial information only. However, third‐party disclosure of these incidents by a NGO has a negative affect on these investment‐related judgments. Furthermore, the magnitude of the NGO reporting effect depends on whether the company itself simultaneously reports these incidents. Thus, disclosing negative incidents in sustainability reporting could lose some of its apparent stigma. Instead of avoiding negative reporting altogether, managers might use it as a risk mitigation tool in their reporting strategy. The results also emphasize the power of the often‐mentioned ‘watchdog’ function of NGOs acting as stakeholder advocates. Copyright © 2013 John Wiley &amp; Sons, Ltd and ERP Environment</jats:p>}},
  author       = {{Reimsbach, Daniel and Hahn, Rüdiger}},
  issn         = {{0964-4733}},
  journal      = {{Business Strategy and the Environment}},
  keywords     = {{Management, Monitoring, Policy and Law, Strategy and Management, Geography, Planning and Development, Business and International Management}},
  number       = {{4}},
  pages        = {{217--235}},
  publisher    = {{Wiley}},
  title        = {{{The Effects of Negative Incidents in Sustainability Reporting on Investors’ Judgments–an Experimental Study of Third‐party Versus Self‐disclosure in the Realm of Sustainable Development}}},
  doi          = {{10.1002/bse.1816}},
  volume       = {{24}},
  year         = {{2013}},
}

@phdthesis{4443,
  abstract     = {{	
Mit welchen Erwartungen und Anforderungen sehen sich Studierende im Hochschulalltag konfrontiert? Wie muss nach Ansicht der Studierenden gehandelt werden, um das Studium "erfolgreich" zu bewältigen? Wie laufen die Auswahl unterschiedlicher Lernaktivitäten im Studium sowie die Allokation von Ressourcen im Detail ab? Diese und weitere Fragen sind vor allem im Zusammenhang mit der Debatte um die Bologna-Reform stärker in den Mittelpunkt gerückt. Denn während modularisierte Curricula und Credit-Point-Systeme oft nach administrativ-organisatorischen Gesichtspunkten eingeführt wurden, hat die Gestaltung der Studienstrukturen auf Programmebene zwangsweise Auswirkungen auf das Studienhandeln - und damit auch auf das Lernen der Studierenden. Es gibt viele Vermutungen über die "Wirkungen" von Bologna auf das Studieren: Die Rede ist von Verschulung, Entwissenschaftlichung und Arbeitsüberlastung und Studierende stehen im Verdacht, ihren Studienpfad eher im Sinne einer Credit-Point-Jagd denn interessengeleitet zu gestalten. In der Regel bleibt es dabei jedoch bei anekdotischen Beobachtungen - es fehlt bislang an gesicherten Erkenntnissen über Zusammenhänge zwischen Bologna-konformen Studienkontexten und dem Handeln Studierender. Denn obschon Studierende seit langem Gegenstand der Forschung sind, ist bislang wenig darüber bekannt, wie sie den langfristigen Bildungsprozess eines ganzen Studiums gestalten. Stattdessen wurde vorwiegend das Lernen im engeren Sinne, das so genannte "Classroom Learning" untersucht.

Diejenigen, die Studienprogramme nach didaktischen Gesichtspunkten gestalten wollen müssen wissen, wie Studierende mit unterschiedlichen Studienstrukturen umgehen. Denn nur so ist eine planvolle Programmgestaltung im Sinne pädagogischer Zielsetzungen und didaktischer Prinzipien möglich. Die vorliegende Arbeit nimmt diese Problemstellung auf und untersucht, welche Zielvorstellungen und Handlungsstrategien Studierende bei der Bewältigung ihres Studienalltags in unterschiedlichen Bologna-konformen Studienprogrammen entwickeln. Im Einzelnen wird gefragt, (1) welche Vorstellungen, Wahrnehmungen und Handlungslogiken das Handeln Studierender in unterschiedlichen Studienprogrammen prägen und (2) welche programmspezifischen Kontextbedingungen die Herausbildung dieser handlungsleitenden Charakteristika beeinflussen. Ausgehend von diesen beiden Fragestellungen wird zunächst ein theoretisch fundierter Analyserahmen für Studienprogramme entwickelt. Darauf aufbauend werden verschiedene Studienprogramme empirisch untersucht, um schliesslich Design-Prinzipien für die Gestaltung von Studienprogrammen zu formulieren.

Es wird nicht davon ausgegangen, dass Studienstrukturen das Handeln Studierender im Sinne eines kausalen Wirkungszusammenhangs bestimmen. Vielmehr wird gefragt, was die Studierenden mit den Strukturen, auf die sie treffen, machen. Studienprogramme werden als kulturelle Einheiten verstanden, innerhalb derer sich spezifische handlungsleitende Vorstellungen und Normen entwickeln. Diese impliziten Regeln des Studienhandelns - das so genannte "Hidden Curriculum" - und vor allem auch die dahinterliegenden Konstruktionsprozesse aufzudecken, ist Ziel dieser Arbeit.}},
  author       = {{Jenert, Tobias}},
  keywords     = {{Studierverhalten, Hochschuldidaktik, Lernpsychologie, Kulturpsychologie, Bologna-Prozess, Curriculumentwicklung, Hochschulbildung, Study programme, Bologna-process, educational development, cultural psychology, higher education, curriculum development}},
  publisher    = {{Universität St. Gallen}},
  title        = {{{Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse}}},
  year         = {{2012}},
}

@inproceedings{4482,
  abstract     = {{In den vergangenen Jahren wurden viele Vermutungen über die "Wirkungen" von Bologna auf das Studieren geäussert: Schlagworte wie Verschulung oder Entwissenschaftlichung sind zu hören und Studierende stehen im Verdacht, ihr Studium eher als Credit-Point-Jagd denn interessengeleitet zu gestalten (z.B. Stegemann, 2007, o. S.; Schultheis, et al. 2008). Meist handelt es sich jedoch um anekdotischen Beschreibungen, bis auf wenige Ausnahmen fehlen empirisch belegte Erkenntnisse.1 Denn obschon Studierende seit langem Gegenstand der Forschung sind, ist bislang wenig darüber bekannt, wie sie den langfristigen Bildungsprozess eines ganzen Studiums gestalten. Vorwiegend wurde Lernen im engeren Sinne, das so genannte "Classroom Learning" untersucht (Aineley, 2008).
Forschungsfokus. Die diesem Beitrag zugrunde liegende Studie nimmt diese Forschungslücke auf und untersucht Zielvorstellungen und Handlungsstrategien Studierender bei der Bewältigung ihres Studienalltags in unterschiedlichen Bologna-konformen Studienprogrammen. Im Einzelnen wird gefragt, (1) welche Vorstellungen und Wahrnehmungen das Handeln Studierender prägen und (2) welche programmspezifischen Kontextbedingungen die Herausbildung dieser handlungsleitenden Charakteristika beeinflussen. Als theoretischer Rahmen wurde die so genannte Kulturpsychologie herangezogen, die Handeln als Resultat einer Wechselwirkung von individuell-psychischen Merk-malen und sozio-kulturell vermittelten Vorstellungen versteht (Shweder, 1991; Bruner, 1990).}},
  author       = {{Jenert, Tobias}},
  keywords     = {{Hochschulentwicklung, Studienprogramme, Curriculum Development, Higher Education, Faculty Development}},
  location     = {{Wien}},
  publisher    = {{Gesellschaft für Hochschulforschung GfHf}},
  title        = {{{Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit}}},
  year         = {{2012}},
}

@inproceedings{4483,
  abstract     = {{Die Lehrpraxis an Hochschulen breitenwirksam und nachhaltig zu verbessern, gehört zu den schwierigsten Herausforderungen für die Hochschuldidaktik. Ein möglicher Weg besteht darin, als hochschuldidaktische Einrichtung stets mit Blick auf die Gesamtstrategie der Hochschule und Anspruchsgruppen in der Hochschulleitung und -administration zu agieren (Jenert & Brahm, 2010). Es stellt sich die Frage, welche Vorstellungen bezüglich der eigenen Aufgaben und der Wirksamkeit des eigenen Handels hochschuldidaktische Stellen in Deutschland haben. Mit einer Online-Befragung von Leitungspersonen im Bereich Hochschuldidaktik und -entwicklung in Deutschland konnten 35 Personen (72 angeschrieben) erreicht werden, wobei sich ein breiter Querschnitt verschiedener Einrichtungen ergab. Abgefragt wurden (1) Struktur und institutionelle Anbindung der Einrichtung, (2) Wahrnehmung der eigenen Wirksamkeit sowie (3) Aufgabenschwerpunkte und notwendige Kompetenzen. 
Die Ergebnisse zeigen, dass einerseits ein Bewusstsein für Herausforderungen jenseits didaktischer Aus- und Weiterbildung besteht und die strategische Dimension erkannt ist. Gleichzeitig zeigt die Betonung "traditioneller" Aufgaben und Kompetenzen, dass die strategische Dimension im Tagesgeschäft oft noch keine zentrale Rolle spielt.}},
  author       = {{Jenert, Tobias and Brahm, Taiga}},
  keywords     = {{Hochschulentwicklung, higher education development, Hochschuldidaktik}},
  location     = {{Mainz}},
  publisher    = {{Deutsche Gesellschaft für Hochschuldidaktik dghd}},
  title        = {{{" Nur" didaktisch oder auch strategisch?: Strukturelle Verankerung, Aufgaben-und Wirksamkeitswahrnehmungen hochschuldidaktischer Einrichtungen in Deutschland}}},
  year         = {{2012}},
}

@inproceedings{4485,
  abstract     = {{Research on teaching and learning in higher education has first and foremost centered on individuals, i.e. students' and teachers' approaches to learning and teaching as well as methods (Entwistle, McCune, & Scheja, 2006; Entwistle & Peterson, 2004). As a consequence, concepts on how to improve and innovate education at higher education institutions (HEI) have stayed on the level of individual courses, trying to qualify teachers to implement new teaching and learning methods in their classrooms (Aineley, 2008, S. 619). Yet, there are both theoretical as well as practical reasons that argue for a broader perspective on learning processes and, as a consequence, reach beyond the course-level but focus on entire educational programmes instead: First, over the last thirty years or so, learning theories are increasingly stressing the importance of (a) social-material contexts (McInerney & van Etten, 2002) as well as (b) learners' subjective experiences. This suggests that a course of study be not regarded as a mere addition of more or less independent courses, but rather as a holistic learning experience. This includes the sum total of a student's educationally purposeful social-material interactions at a HEI both within and outside the classroom (cf. Hu & Kuh, 2002). A second, more practical reason why educational researchers and designers should take a closer look on the design of educational programmes lies in the Bologna process: The introduction of the European Credit Transfer System as well as the tow-tiered study structure force HEI to systematically craft their programmes' internal structure. Due to the fact that there are virtually no pedagogical concepts concerning the design of study programmes, these design processes have so far been dominated by administrative considerations, largely neglecting students' experiences within the programme structures (Winter, 2009; Hildbrand, Tremp, Jäger & Tückmantel, 2008). Thus, it can be concluded that there is a lack of knowledge on how distinctive design features of study programmes (1) are perceived by students and (2) impact on their action strategies concerning for example the selection of learning activities, the attribution of resources for learning, and social interactions with their peers.}},
  author       = {{Jenert, Tobias}},
  keywords     = {{educational development, study programmes, approaches to studying}},
  location     = {{Exeter}},
  publisher    = {{European Association for Research on Learning and Instruction}},
  title        = {{{Developing a learning centered model for designing and managing study programmes}}},
  year         = {{2011}},
}

@inproceedings{4489,
  abstract     = {{Over the last two decades, the discussion about innovating teaching and learning at higher education institutions (HEI) has concentrated on various core concepts: such as an increased focus on learning outcomes as competencies and more student-centered teaching. These concepts form part of what Barr and Tagg (1995) have termed the "shift from teaching to learning". However, very few approaches have been proposed so far in the scholarly literature on how to actually transfer such normative concepts into the practice of teaching and learning at HEI. In order to sustainably develop the practices of teaching and learning at HEI, it is necessary to comprehend the prerequisites for educational development. The construct of "learning culture" can be seen as a possible concept to explicate these prerequisites. The aims of this study are to (a) propose an institution-wide approach to educational development at HEI and to (b) present a comprehensive instrument to diagnose learning culture as a starting point for educational development. The findings of the study include a first version of the Learning Culture Inventory for HEI. The students' version of the instrument encompasses 12 scales for the individual, 12 for the pedagogical interactions and 5 for the organizational dimension. The assumed basic factor structure of the instruments could be confirmed. With the institution-wide approach to educational development and the Learning Culture Inventory, this study can provide the basis for sustainable developmental initiatives to innovate teaching and learning at HEI.}},
  author       = {{Brahm, Taiga and Gebhardt, Anja and Jenert, Tobias}},
  keywords     = {{higher education, instrument development, strategy, educational development}},
  location     = {{Exeter}},
  publisher    = {{European Association for Research on Learning and Instruction}},
  title        = {{{Learning culture as a prerequisite for an institution-wide approach to educational development}}},
  year         = {{2011}},
}

@article{17236,
  abstract     = {{The behavior for a humanoid robot is often modeled in accordance with human behavior. Current research suggests that analyzing infant behavior as a basis for designing the robot behavior can guide us to a natural robot interface. Based on this idea many researchers support saliency systems as a bottom-up inspired way to simulate infant-like gazing behavior. In the field of saliency systems many different approaches have proposed and quantified in terms of speed, quality and other technical issues. But so far, no one compared and quantified them in terms of natural infant tutor interaction. The question we would like to address in this paper is: Can state-of-the-art saliency systems model infant gazing behavior in tutoring situations? By addressing these issues we want to take a step towards an autonomous robot system, which could be used more natural interaction experiments in future.}},
  author       = {{Narayan, Vikram and Lohan, Katrin Solveig and Tscherepanow, Marko and Rohlfing, Katharina and Wrede, Britta}},
  issn         = {{1662-5188}},
  journal      = {{Frontiers in Computational Neuroscience}},
  keywords     = {{child gazing behavior, computer vision, saliency, development}},
  number       = {{35}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Can state-of-the-art saliency systems model infant gazing behavior in tutoring situations?}}},
  doi          = {{10.3389/conf.fncom.2011.52.00035}},
  volume       = {{5}},
  year         = {{2011}},
}

@article{4433,
  abstract     = {{Die aktuelle hochschuldidaktische Diskussion ist durch Schlüsselbegriffe wie Outcome- und Kompetenzorientierung geprägt. Allerdings sind die Strategien zur nachhaltigen Gestaltung der Lehr- und Lernpraxis bisher nur wenig differenziert. Der Beitrag stellt das Konzept einer "institutionsweiten Hochschulentwicklung" vor. Dieses spricht individuelles Handeln von Lehrenden und Lernenden sowie curriculare und organisationale Aspekte an. Mittels Experteninterviews wird gezeigt, dass Hochschulentwicklung eine "Third-Space-Funktion" zwischen Akademie und Administration einnimmt. Das personelle Profil solcher Einrichtungen verlangt nach "Blended Professionals", die sowohl als Servicepersonal als auch als Mitglieder der akademischen Welt wirkungsvoll agieren können.}},
  author       = {{Jenert, Tobias and Brahm, Taiga}},
  issn         = {{2219-6994}},
  journal      = {{Zeitschrift für Hochschulentwicklung}},
  keywords     = {{Hochschulentwicklung, educational development, higher education, Hochschuldidaktik}},
  number       = {{4}},
  pages        = {{124--145}},
  publisher    = {{Forum Neue Medien Austria}},
  title        = {{{,,Blended Professionals´´ als Akteure einer institutionsweiten Hochschulentwicklung}}},
  volume       = {{5}},
  year         = {{2010}},
}

@techreport{4449,
  author       = {{Brahm, Taiga and Jenert, Tobias and Meier, Christoph}},
  keywords     = {{Lernkultur, Hochschulentwickung, Hochschuldidaktik, Hochschullehre, HEI development}},
  title        = {{{Hochschulentwicklung als Gestaltung von Lehr-und Lernkultur: eine institutionsweite Herangehensweise an lehrbezogene Veränderungsprojekte an Hochschulen}}},
  year         = {{2010}},
}

@inproceedings{37040,
  abstract     = {{Refinement of untimed TLM models into a timed HW/SW platform is a step by step design process which is a trade-off between timing accuracy of the used models and correct estimation of the final timing performance. The use of an RTOS on the target platform is mandatory in the case real-time properties must be guaranteed. Thus, the question is when the RTOS must be introduced in this step by step refinement process. This paper proposes a four-level RTOS-aware refinement methodology that, starting from an untimed TLM SystemC description of the whole system, progressively introduce HW/SW partitioning, timing, device driver and RTOS functionalities, till to obtain an accurate model of the final platform, where SW tasks run upon an RTOS hosted by QEMU and HW components are modeled by cycle accurate TLM descriptions. Each refinement level allows the designer to estimate more and more accurate timing properties, thus anticipating design decisions without being constrained to leave timing analysis to the final step of the refinement. The effectiveness of the methodology has been evaluated in the design of two complex platforms.}},
  author       = {{Becker, Markus and Di Guglielmo, Giuseppe and Fummi, Franco and Müller, Wolfgang and Pravadelli, Graziano and Xie, Tao}},
  booktitle    = {{Proceedings of DATE’10}},
  keywords     = {{Timing, Hardware, Operating systems, Process design, Accuracy, Standards development, Context modeling, Real time systems, Communication channels, Microprogramming}},
  location     = {{Dresden}},
  publisher    = {{IEEE}},
  title        = {{{RTOS-Aware Refinement for TLM2.0-based HW/SW Design}}},
  doi          = {{10.1109/DATE.2010.5456965}},
  year         = {{2010}},
}

@inproceedings{37039,
  abstract     = {{Refinement of untimed TLM models into a timed HW/SW platform is a step by step design process which is a trade-off between timing accuracy of the used models and correct estimation of the final timing performance. The use of an RTOS on the target platform is mandatory in the case real-time properties must be guaranteed. Thus, the question is when the RTOS must be introduced in this step by step refinement process. This paper proposes a four-level RTOS-aware refinement methodology that, starting from an untimed TLM SystemC description of the whole system, progressively introduce HW/SW partitioning, timing, device driver and RTOS functionalities, till to obtain an accurate model of the final platform, where SW tasks run upon an RTOS hosted by QEMU and HW components are modeled by cycle accurate TLM descriptions. Each refinement level allows the designer to estimate more and more accurate timing properties, thus anticipating design decisions without being constrained to leave timing analysis to the final step of the refinement. The effectiveness of the methodology has been evaluated in the design of two complex platforms.}},
  author       = {{Becker, Markus and Di Guglielmo, Giuseppe and Fummi, Franco and Müller, Wolfgang and Pravadelli, Graziano and Xie, Tao}},
  booktitle    = {{Proceedings of DATE’10}},
  keywords     = {{Timing, Hardware, Operating systems, Process design, Accuracy, Standards development, Context modeling, Real time systems, Communication channels, Microprogramming}},
  location     = {{Dresden}},
  publisher    = {{IEEE}},
  title        = {{{RTOS-Aware Refinement for TLM2.0-based HW/SW Design}}},
  doi          = {{10.1109/DATE.2010.5456965}},
  year         = {{2010}},
}

@article{43216,
  author       = {{Engels, Anita and Knoll, Lisa and Huth, Martin}},
  issn         = {{0961-0405}},
  journal      = {{European Environment}},
  keywords     = {{Management, Monitoring, Policy and Law, Geography, Planning and Development}},
  number       = {{5}},
  pages        = {{276--297}},
  publisher    = {{Wiley}},
  title        = {{{Preparing for the ‘real’ market: national patterns of institutional learning and company behaviour in the European Emissions Trading Scheme (EU ETS)}}},
  doi          = {{10.1002/eet.485}},
  volume       = {{18}},
  year         = {{2008}},
}

@inproceedings{8915,
  abstract     = {{Ultrasonic linear motors have now been investigated for several years. Their key features are high thrust forces related to their volume and good position-accuracy. This contribution consists of two main parts. In the first part we describe the state-of-the-art of linear piezoelectric motors. Characteristics like no-load velocity, maximum thrust force and other technical properties of commercially available devices will be reported as well as those of prototypes. In the second part we report an ongoing research and development project aiming at a linear piezoelectric motor, which is capable of surpassing some of the shortcomings of other piezoelectric motors}},
  author       = {{Hemsel, Tobias and Wallaschek, Jörg}},
  booktitle    = {{Ultrasonics Symposium, 2000 IEEE}},
  issn         = {{1051-0117}},
  keywords     = {{linear motors, ultrasonic motors, linear piezoelectric motor, maximum thrust force, no-load velocity, ultrasonic linear motor, Electromagnetic devices, Electromagnetic fields, Frequency, Friction, Gears, Materials science and technology, Piezoelectric materials, Research and development, Vibrations, Wheels}},
  pages        = {{663--666 vol.1}},
  title        = {{{State of the art and development trends of ultrasonic linear motors}}},
  doi          = {{10.1109/ULTSYM.2000.922635}},
  volume       = {{1}},
  year         = {{2000}},
}