[{"citation":{"apa":"Soyka, C., Ullrich, M., Striewe, M., &#38; Schaper, N. (2023). Comparison of Required Competences and Task Material in Modeling Education. <i>Enterprise Modelling and Information Systems Architectures</i>, <i>18</i>, Article 7. <a href=\"https://doi.org/10.18417/EMISA.18.7\">https://doi.org/10.18417/EMISA.18.7</a>","mla":"Soyka, Chantal, et al. “Comparison of Required Competences and Task Material in Modeling Education.” <i>Enterprise Modelling and Information Systems Architectures</i>, vol. 18, 7, 2023, doi:<a href=\"https://doi.org/10.18417/EMISA.18.7\">10.18417/EMISA.18.7</a>.","bibtex":"@article{Soyka_Ullrich_Striewe_Schaper_2023, title={Comparison of Required Competences and Task Material in Modeling Education}, volume={18}, DOI={<a href=\"https://doi.org/10.18417/EMISA.18.7\">10.18417/EMISA.18.7</a>}, number={7}, journal={Enterprise Modelling and Information Systems Architectures}, author={Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas}, year={2023} }","short":"C. Soyka, M. Ullrich, M. Striewe, N. Schaper, Enterprise Modelling and Information Systems Architectures 18 (2023).","ama":"Soyka C, Ullrich M, Striewe M, Schaper N. Comparison of Required Competences and Task Material in Modeling Education. <i>Enterprise Modelling and Information Systems Architectures</i>. 2023;18. doi:<a href=\"https://doi.org/10.18417/EMISA.18.7\">10.18417/EMISA.18.7</a>","chicago":"Soyka, Chantal, Meike Ullrich, Michael Striewe, and Niclas Schaper. “Comparison of Required Competences and Task Material in Modeling Education.” <i>Enterprise Modelling and Information Systems Architectures</i> 18 (2023). <a href=\"https://doi.org/10.18417/EMISA.18.7\">https://doi.org/10.18417/EMISA.18.7</a>.","ieee":"C. Soyka, M. Ullrich, M. Striewe, and N. Schaper, “Comparison of Required Competences and Task Material in Modeling Education,” <i>Enterprise Modelling and Information Systems Architectures</i>, vol. 18, Art. no. 7, 2023, doi: <a href=\"https://doi.org/10.18417/EMISA.18.7\">10.18417/EMISA.18.7</a>."},"intvolume":"        18","publication_status":"published","has_accepted_license":"1","doi":"10.18417/EMISA.18.7","date_updated":"2023-09-14T12:33:22Z","author":[{"id":"83964","full_name":"Soyka, Chantal","orcid":"https://orcid.org/0000-0002-4881-5378","last_name":"Soyka","first_name":"Chantal"},{"last_name":"Ullrich","full_name":"Ullrich, Meike","first_name":"Meike"},{"first_name":"Michael","last_name":"Striewe","full_name":"Striewe, Michael"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"}],"volume":18,"status":"public","type":"journal_article","article_number":"7","article_type":"original","file_date_updated":"2023-09-14T12:30:14Z","_id":"47065","user_id":"83964","department":[{"_id":"423"}],"year":"2023","quality_controlled":"1","title":"Comparison of Required Competences and Task Material in Modeling Education","date_created":"2023-09-14T12:24:03Z","abstract":[{"lang":"eng","text":"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."}],"file":[{"file_name":"emisaj_18_7.pdf","access_level":"closed","file_id":"47068","file_size":632368,"creator":"csoyka","date_created":"2023-09-14T12:29:05Z","date_updated":"2023-09-14T12:29:05Z","relation":"main_file","success":1,"content_type":"application/pdf"},{"date_created":"2023-09-14T12:30:14Z","creator":"csoyka","date_updated":"2023-09-14T12:30:14Z","file_name":"Supplementary material_Competence facets and task types.pdf","access_level":"closed","file_id":"47069","file_size":229381,"content_type":"application/pdf","relation":"main_file","success":1},{"relation":"main_file","success":1,"content_type":"application/pdf","file_name":"Supplementary material_Competence-oriented Task catalog.pdf","file_id":"47070","access_level":"closed","file_size":348555,"date_created":"2023-09-14T12:30:14Z","creator":"csoyka","date_updated":"2023-09-14T12:30:14Z"}],"publication":"Enterprise Modelling and Information Systems Architectures","ddc":["006","000","006"],"keyword":["conceptual modeling","higher education","competence-oriented assessment","task analysis","graphical modeling"],"language":[{"iso":"eng"}]},{"publication":"ACM Transactions on Computing Education","type":"journal_article","abstract":[{"lang":"eng","text":"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”."}],"status":"public","_id":"33839","department":[{"_id":"423"}],"user_id":"83964","keyword":["graphical modeling","conceptual modeling","computer science","competence model","higher education"],"article_type":"original","article_number":"15","language":[{"iso":"eng"}],"quality_controlled":"1","publication_status":"published","issue":"1","year":"2022","intvolume":"        23","citation":{"apa":"Soyka, C., Schaper, N., Bender, E., Striewe, M., &#38; Ullrich, M. (2022). Toward a Competence Model for Graphical Modeling. <i>ACM Transactions on Computing Education</i>, <i>23</i>(1), Article 15. <a href=\"https://doi.org/10.1145/3567598\">https://doi.org/10.1145/3567598</a>","mla":"Soyka, Chantal, et al. “Toward a Competence Model for Graphical Modeling.” <i>ACM Transactions on Computing Education</i>, vol. 23, no. 1, 15, Association for Computing Machinery, 2022, doi:<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>.","bibtex":"@article{Soyka_Schaper_Bender_Striewe_Ullrich_2022, title={Toward a Competence Model for Graphical Modeling}, volume={23}, DOI={<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>}, number={115}, journal={ACM Transactions on Computing Education}, publisher={Association for Computing Machinery}, author={Soyka, Chantal and Schaper, Niclas and Bender, Elena and Striewe, Michael and Ullrich, Meike}, year={2022} }","short":"C. Soyka, N. Schaper, E. Bender, M. Striewe, M. Ullrich, ACM Transactions on Computing Education 23 (2022).","ieee":"C. Soyka, N. Schaper, E. Bender, M. Striewe, and M. Ullrich, “Toward a Competence Model for Graphical Modeling,” <i>ACM Transactions on Computing Education</i>, vol. 23, no. 1, Art. no. 15, 2022, doi: <a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>.","chicago":"Soyka, Chantal, Niclas Schaper, Elena Bender, Michael Striewe, and Meike Ullrich. “Toward a Competence Model for Graphical Modeling.” <i>ACM Transactions on Computing Education</i> 23, no. 1 (2022). <a href=\"https://doi.org/10.1145/3567598\">https://doi.org/10.1145/3567598</a>.","ama":"Soyka C, Schaper N, Bender E, Striewe M, Ullrich M. Toward a Competence Model for Graphical Modeling. <i>ACM Transactions on Computing Education</i>. 2022;23(1). doi:<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>"},"publisher":"Association for Computing Machinery","date_updated":"2023-01-18T10:08:08Z","volume":23,"author":[{"id":"83964","full_name":"Soyka, Chantal","orcid":"https://orcid.org/0000-0002-4881-5378","last_name":"Soyka","first_name":"Chantal"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"first_name":"Elena","last_name":"Bender","full_name":"Bender, Elena"},{"first_name":"Michael","last_name":"Striewe","full_name":"Striewe, Michael"},{"first_name":"Meike","full_name":"Ullrich, Meike","last_name":"Ullrich"}],"date_created":"2022-10-20T12:58:12Z","title":"Toward a Competence Model for Graphical Modeling","doi":"10.1145/3567598"},{"intvolume":"        13","citation":{"chicago":"Lee, Soo Jeung, Christian Schneijderberg, Yangson Kim, and Isabel Steinhardt. “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds.” <i>Sustainability</i> 13, no. 17 (2021). <a href=\"https://doi.org/10.3390/su13179515\">https://doi.org/10.3390/su13179515</a>.","ieee":"S. J. Lee, C. Schneijderberg, Y. Kim, and I. Steinhardt, “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds,” <i>Sustainability</i>, vol. 13, no. 17, Art. no. 9515, 2021, doi: <a href=\"https://doi.org/10.3390/su13179515\">10.3390/su13179515</a>.","ama":"Lee SJ, Schneijderberg C, Kim Y, Steinhardt I. Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. <i>Sustainability</i>. 2021;13(17). doi:<a href=\"https://doi.org/10.3390/su13179515\">10.3390/su13179515</a>","apa":"Lee, S. J., Schneijderberg, C., Kim, Y., &#38; Steinhardt, I. (2021). Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. <i>Sustainability</i>, <i>13</i>(17), Article 9515. <a href=\"https://doi.org/10.3390/su13179515\">https://doi.org/10.3390/su13179515</a>","mla":"Lee, Soo Jeung, et al. “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds.” <i>Sustainability</i>, vol. 13, no. 17, 9515, MDPI AG, 2021, doi:<a href=\"https://doi.org/10.3390/su13179515\">10.3390/su13179515</a>.","bibtex":"@article{Lee_Schneijderberg_Kim_Steinhardt_2021, title={Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds}, volume={13}, DOI={<a href=\"https://doi.org/10.3390/su13179515\">10.3390/su13179515</a>}, number={179515}, journal={Sustainability}, publisher={MDPI AG}, author={Lee, Soo Jeung and Schneijderberg, Christian and Kim, Yangson and Steinhardt, Isabel}, year={2021} }","short":"S.J. Lee, C. Schneijderberg, Y. Kim, I. Steinhardt, Sustainability 13 (2021)."},"publication_identifier":{"issn":["2071-1050"]},"has_accepted_license":"1","publication_status":"published","doi":"10.3390/su13179515","main_file_link":[{"url":"https://www.mdpi.com/2071-1050/13/17/9515","open_access":"1"}],"volume":13,"author":[{"full_name":"Lee, Soo Jeung","last_name":"Lee","first_name":"Soo Jeung"},{"full_name":"Schneijderberg, Christian","last_name":"Schneijderberg","first_name":"Christian"},{"full_name":"Kim, Yangson","last_name":"Kim","first_name":"Yangson"},{"first_name":"Isabel","full_name":"Steinhardt, Isabel","id":"90339","orcid":"https://orcid.org/0000-0002-2590-6189","last_name":"Steinhardt"}],"oa":"1","date_updated":"2022-09-15T08:37:41Z","status":"public","type":"journal_article","file_date_updated":"2022-09-15T08:36:50Z","extern":"1","article_number":"9515","article_type":"original","department":[{"_id":"121"}],"user_id":"90339","_id":"33372","year":"2021","issue":"17","quality_controlled":"1","title":"Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds","date_created":"2022-09-15T08:27:56Z","publisher":"MDPI AG","file":[{"date_created":"2022-09-15T08:36:50Z","creator":"isste","date_updated":"2022-09-15T08:36:50Z","access_level":"closed","file_name":"Lee et al. 2021 Academic Citations.pdf","file_id":"33375","file_size":2407463,"content_type":"application/pdf","relation":"main_file","success":1}],"abstract":[{"lang":"eng","text":"<jats:p>Academics may actively respond to the expectations of the academic status market, which have largely been shaped by the World University Rankings (WURs). This study empirically examines how academics’ citation patterns have changed in response to the rise of an “evaluation environment” in academia. We regard the WURs to be a macro-level trigger for cementing a bibliometric-based evaluation environment in academia. Our analyses of citation patterns in papers published in two higher education journals explicitly considered three distinct periods: the pre-WURs (1990–2003), the period of WURs implementation (2004–2010), and the period of adaption to WURs (2011–2017). We applied the nonparametric Kaplan–Meier method to compare first-citation speeds of papers published across the three periods. We found that not only has first-citation speed become faster, but first-citation probability has also increased following the emergence of the WURs. Applying Cox proportional hazard models to first-citation probabilities, we identified journal impact factors and third-party funding as factors influencing first-citation probability, while other author- and paper-related factors showed limited effects. We also found that the general effects of different factors on first-citation speeds have changed with the emergence of the WURs. The findings expand our understanding of the citation patterns of academics in the rise of WURs and provide practical grounds for research policy as well as higher education policy.</jats:p>"}],"publication":"Sustainability","language":[{"iso":"eng"}],"keyword":["world university rankings","citation","first-citation speed","Minerva","Studies in Higher Education"],"ddc":["300"]},{"_id":"36545","user_id":"90339","department":[{"_id":"121"}],"article_type":"original","file_date_updated":"2023-01-13T09:19:55Z","extern":"1","type":"journal_article","status":"public","date_updated":"2023-01-13T09:21:57Z","oa":"1","author":[{"orcid":"https://orcid.org/0000-0002-2590-6189","last_name":"Steinhardt","id":"90339","full_name":"Steinhardt, Isabel","first_name":"Isabel"}],"volume":1,"main_file_link":[{"url":"https://www.isaportal.org/resources/resource/students-in-the-spotlight-using-collaborative-autoethnography-to-build-a-community-of-learning-in-the-corona-crisis/","open_access":"1"}],"publication_status":"published","has_accepted_license":"1","citation":{"chicago":"Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography to Build a Community of Learning in the Corona Crisis.” <i>ISA Pedagogy Series</i> 1, no. 1 (2021): 42–59.","ieee":"I. Steinhardt, “Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis,” <i>ISA Pedagogy Series</i>, vol. 1, no. 1, pp. 42–59, 2021.","ama":"Steinhardt I. Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. <i>ISA Pedagogy Series</i>. 2021;1(1):42-59.","short":"I. Steinhardt, ISA Pedagogy Series 1 (2021) 42–59.","mla":"Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography to Build a Community of Learning in the Corona Crisis.” <i>ISA Pedagogy Series</i>, vol. 1, no. 1, International Sociology Association, 2021, pp. 42–59.","bibtex":"@article{Steinhardt_2021, title={Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis}, volume={1}, number={1}, journal={ISA Pedagogy Series}, publisher={International Sociology Association}, author={Steinhardt, Isabel}, year={2021}, pages={42–59} }","apa":"Steinhardt, I. (2021). Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. <i>ISA Pedagogy Series</i>, <i>1</i>(1), 42–59."},"page":"42-59","intvolume":"         1","ddc":["300"],"keyword":["Intersectionality","inequality","gender","diversity","higher-education","crisis"],"language":[{"iso":"eng"}],"publication":"ISA Pedagogy Series","abstract":[{"lang":"eng","text":"Due to the Corona crisis, German Higher Education Institutions had to close their campuses in March and lecturers had to teach online. To understand how the Corona crisis affected students, first this article explains the structural and social inequalities in the German higher education system, using Tinto's (1975; 1997) student engagement theory. Second, the concept of Bergman-Rosamond et al. (2020) is used to analyze the challenges that Corona has raised for students, including current surveys. We found that the closure of the social space campus (and the Corona crisis as a whole) particularly hit hard those students who had previously been affected by (intersectional) inequality. Therefore, to lessen the specific challenges associated with the ad hoc transition to digital studying, the creation of a digital community of learning can help. We demonstrate how such a community can be created by the example seminar, \"Digital practices: an autoethnographic observation\". During the seminar, students recorded their digital technology use in a journal, and we analyzed the diary entries using the collaborate autoethnography method. The seminar example shows that this method is well suited for the development of a community of learning as it not only places students in the spotlight but as students work together on a topic they get to know each other, and a basis of trust is created through peer-feedback. Therefore, it was important to have a digital space (in this case Mahara) where the exchange could take place. The continuous insight into the students’ \"learning status\" enabled the lecturer to promote the learning and provide individual assistance for the students."}],"file":[{"creator":"isste","date_created":"2023-01-13T09:19:55Z","date_updated":"2023-01-13T09:19:55Z","file_id":"36547","file_name":"2021 Steinhardt Students in the spotlight.pdf","access_level":"closed","file_size":391202,"content_type":"application/pdf","relation":"main_file","success":1}],"publisher":"International Sociology Association","date_created":"2023-01-13T09:21:52Z","title":"Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis","quality_controlled":"1","issue":"1","year":"2021"},{"doi":"10.1080/09540253.2019.1608355","date_updated":"2022-04-21T18:11:32Z","author":[{"first_name":"Ilona","full_name":"Horwath, Ilona","last_name":"Horwath"},{"first_name":"Christian","full_name":"Diabl, Christian","last_name":"Diabl"}],"page":"1109-1126","citation":{"apa":"Horwath, I., &#38; Diabl, C. (2019). Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement. <i>Gender and Education</i>, 1109–1126. <a href=\"https://doi.org/10.1080/09540253.2019.1608355\">https://doi.org/10.1080/09540253.2019.1608355</a>","mla":"Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying Students’ Perceptions of a Womens’ and Gender Studies Requirement.” <i>Gender and Education</i>, 2019, pp. 1109–26, doi:<a href=\"https://doi.org/10.1080/09540253.2019.1608355\">10.1080/09540253.2019.1608355</a>.","short":"I. Horwath, C. Diabl, Gender and Education (2019) 1109–1126.","bibtex":"@article{Horwath_Diabl_2019, title={Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement}, DOI={<a href=\"https://doi.org/10.1080/09540253.2019.1608355\">10.1080/09540253.2019.1608355</a>}, journal={Gender and Education}, author={Horwath, Ilona and Diabl, Christian}, year={2019}, pages={1109–1126} }","ieee":"I. Horwath and C. Diabl, “Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement,” <i>Gender and Education</i>, pp. 1109–1126, 2019, doi: <a href=\"https://doi.org/10.1080/09540253.2019.1608355\">10.1080/09540253.2019.1608355</a>.","chicago":"Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying Students’ Perceptions of a Womens’ and Gender Studies Requirement.” <i>Gender and Education</i>, 2019, 1109–26. <a href=\"https://doi.org/10.1080/09540253.2019.1608355\">https://doi.org/10.1080/09540253.2019.1608355</a>.","ama":"Horwath I, Diabl C. Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement. <i>Gender and Education</i>. Published online 2019:1109-1126. doi:<a href=\"https://doi.org/10.1080/09540253.2019.1608355\">10.1080/09540253.2019.1608355</a>"},"has_accepted_license":"1","publication_identifier":{"issn":["0954-0253","1360-0516"]},"publication_status":"published","file_date_updated":"2021-09-14T21:07:03Z","_id":"24462","department":[{"_id":"603"}],"user_id":"83744","status":"public","type":"journal_article","title":"Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement","date_created":"2021-09-14T21:05:30Z","year":"2019","quality_controlled":"1","keyword":["Education policy","equality","higher education","critical pedagogies","gender mainstreaming","curriculum"],"ddc":["300"],"language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"This article offers new insight into students’ responses to Womens’\r\nand Gender Studies (WGS) classes by overcoming the self-selection\r\nbias hitherto inherent in the field. Exploring the experiences of 1406\r\nstudents (770 women, 636 men) of a university with a WGS\r\nrequirement across all study programmes, we examine the\r\nprevailing discourses on WGS, participants’ (dis)agreement as well\r\nas personal and professional benefits gained through WGS.\r\nAdditionally, we evaluate the perceived value of WGS for\r\nthemselves, in society, and of WGS opportunities in higher\r\neducation. Findings reveal a gender bias regarding discourses,\r\nexperience, benefit, and value, with 70.1% women and 32.4% men\r\nsupporting the idea of WGS as a mandatory subject. Women’s\r\nsupport indicates a need for tools to negotiate gender issues,\r\nwhile men’s resistance serves to defend male privileges. We\r\nconclude that a requirement of WGS classes amplifies the\r\npotential for both – resistance and change."}],"file":[{"file_size":1495079,"access_level":"closed","file_name":"Horwath_Diabl_2019.pdf","file_id":"24463","date_updated":"2021-09-14T21:07:03Z","date_created":"2021-09-14T21:07:03Z","creator":"innem","success":1,"relation":"main_file","content_type":"application/pdf"}],"publication":"Gender and Education"},{"title":"FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING","doi":"10.21125/inted.2018.1651","date_updated":"2022-04-21T18:18:23Z","author":[{"last_name":"Horwath","full_name":"Horwath, Ilona","first_name":"Ilona"},{"full_name":"Dohmeier-Fischer, Silvia","last_name":"Dohmeier-Fischer","first_name":"Silvia"},{"first_name":"Nathalie","full_name":"Weiß-Borkowski, Nathalie","last_name":"Weiß-Borkowski"},{"first_name":"Thomas","last_name":"Tröster","full_name":"Tröster, Thomas"}],"date_created":"2021-09-14T21:30:25Z","year":"2018","citation":{"ama":"Horwath I, Dohmeier-Fischer S, Weiß-Borkowski N, Tröster T. FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING. In: <i>INTED2018 Proceedings</i>. ; 2018. doi:<a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>","chicago":"Horwath, Ilona, Silvia Dohmeier-Fischer, Nathalie Weiß-Borkowski, and Thomas Tröster. “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING.” In <i>INTED2018 Proceedings</i>, 2018. <a href=\"https://doi.org/10.21125/inted.2018.1651\">https://doi.org/10.21125/inted.2018.1651</a>.","ieee":"I. Horwath, S. Dohmeier-Fischer, N. Weiß-Borkowski, and T. Tröster, “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING,” 2018, doi: <a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>.","apa":"Horwath, I., Dohmeier-Fischer, S., Weiß-Borkowski, N., &#38; Tröster, T. (2018). FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING. <i>INTED2018 Proceedings</i>. <a href=\"https://doi.org/10.21125/inted.2018.1651\">https://doi.org/10.21125/inted.2018.1651</a>","short":"I. Horwath, S. Dohmeier-Fischer, N. Weiß-Borkowski, T. Tröster, in: INTED2018 Proceedings, 2018.","mla":"Horwath, Ilona, et al. “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING.” <i>INTED2018 Proceedings</i>, 2018, doi:<a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>.","bibtex":"@inproceedings{Horwath_Dohmeier-Fischer_Weiß-Borkowski_Tröster_2018, title={FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING}, DOI={<a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>}, booktitle={INTED2018 Proceedings}, author={Horwath, Ilona and Dohmeier-Fischer, Silvia and Weiß-Borkowski, Nathalie and Tröster, Thomas}, year={2018} }"},"has_accepted_license":"1","quality_controlled":"1","publication_status":"published","keyword":["Lightweight Design","Interdisciplinarity","Transdisciplinarity","Higher Education","Research Methods"],"ddc":["620"],"language":[{"iso":"eng"}],"file_date_updated":"2021-09-14T21:31:21Z","_id":"24468","department":[{"_id":"603"}],"user_id":"83744","abstract":[{"lang":"eng","text":"Inter- and transdisciplinary research are new demands in Higher Education. Aiming to enhance the social relevance, usability and sustainability of technological products and solutions, society and public institutions such as research funding organizations increasingly expect engineers to include inter- and transdisciplinary approaches into the development of new technologies. Engineering research and education, however, are particularly challenging areas to realize inter- and transdisciplinary collaborations, for manifold reasons.\r\nThis contribution presents methods and results of an inter- and transdisciplinary research and education strategy designed to meet the particular requirements of engineers and engineering students. It starts with a brief discussion of typical challenges regarding inter- and transdisciplinary approaches in engineering (research topics, research culture, skills, time, and barriers of lay people to involve in technology development). Secondly, it presents the methods developed to overcome those challenges within the context of the NRW Fortschrittskolleg \"Light - Efficient - Mobile\" (FK LEM). Founded in 2014, the FK LEM is a PhD programm focuses on lightweight construction, but with a special emphasis on how lightweight technologies are connected to different areas of society, to societal actors and technology users, and to the needs of a diversity of social groups. In order to explore these connections, we organized three workshops to bring public service, civil society, industry, practitioners and engineers together to discuss the perceived needs in those areas, and the potential of lightweight solutions. Topically, the workshops were dedicated to the fields of Rescue & Security Services; Care, Mobility & Assisted Living; and Sustainable Ressources & Climate Protection. Methodologically, we applied a pragmatic but valid approach to focus groups and discourse analysis. Results of the workshops in terms of directions for future research, epistemological and ethical dimensions of lightweight engineering are presented in the third part of our contribution. Finally, we discuss how our method and experience can be transferred into other engineering and educational contexts. With other words, how empowering students, engineers and the public to involve in inter- and transdisciplinary engineering processes can be achieved, and how this empowerment supports the development of innovative technologies as well as engineers’ skills to design technology in line with societies’ needs and challenges."}],"status":"public","file":[{"file_size":259154,"access_level":"closed","file_id":"24469","file_name":"Horwath_etal_2018.pdf","date_updated":"2021-09-14T21:31:21Z","date_created":"2021-09-14T21:31:21Z","creator":"innem","success":1,"relation":"main_file","content_type":"application/pdf"}],"publication":"INTED2018 Proceedings","type":"conference"},{"issue":"5","year":"2017","publisher":"Springer Science and Business Media LLC","date_created":"2022-08-03T01:12:49Z","title":"The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory","publication":"Higher Education","abstract":[{"text":"In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities.","lang":"eng"}],"keyword":["Academic success","Person–environment fit theory","Demands–abilities fit","Higher education"],"language":[{"iso":"eng"}],"publication_identifier":{"issn":["0018-1560","1573-174X"]},"publication_status":"published","page":"839-854","intvolume":"        75","citation":{"ieee":"C. Bohndick, T. Rosman, S. Kohlmeyer, and H. M. Buhl, “The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory,” <i>Higher Education</i>, vol. 75, no. 5, pp. 839–854, 2017, doi: <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>.","chicago":"Bohndick, Carla, Tom Rosman, Susanne Kohlmeyer, and Heike M. Buhl. “The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person–Environment Fit Theory.” <i>Higher Education</i> 75, no. 5 (2017): 839–54. <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">https://doi.org/10.1007/s10734-017-0173-6</a>.","bibtex":"@article{Bohndick_Rosman_Kohlmeyer_Buhl_2017, title={The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory}, volume={75}, DOI={<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>}, number={5}, journal={Higher Education}, publisher={Springer Science and Business Media LLC}, author={Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and Buhl, Heike M.}, year={2017}, pages={839–854} }","short":"C. Bohndick, T. Rosman, S. Kohlmeyer, H.M. Buhl, Higher Education 75 (2017) 839–854.","mla":"Bohndick, Carla, et al. “The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person–Environment Fit Theory.” <i>Higher Education</i>, vol. 75, no. 5, Springer Science and Business Media LLC, 2017, pp. 839–54, doi:<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>.","ama":"Bohndick C, Rosman T, Kohlmeyer S, Buhl HM. The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>. 2017;75(5):839-854. doi:<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>","apa":"Bohndick, C., Rosman, T., Kohlmeyer, S., &#38; Buhl, H. M. (2017). The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>, <i>75</i>(5), 839–854. <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">https://doi.org/10.1007/s10734-017-0173-6</a>"},"oa":"1","date_updated":"2025-07-16T08:47:02Z","volume":75,"author":[{"first_name":"Carla","last_name":"Bohndick","full_name":"Bohndick, Carla"},{"full_name":"Rosman, Tom","last_name":"Rosman","first_name":"Tom"},{"last_name":"Kohlmeyer","full_name":"Kohlmeyer, Susanne","first_name":"Susanne"},{"last_name":"Buhl","id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M."}],"doi":"10.1007/s10734-017-0173-6","main_file_link":[{"url":"https://link.springer.com/content/pdf/10.1007/s10734-017-0173-6.pdf","open_access":"1"}],"type":"journal_article","status":"public","_id":"32535","project":[{"name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"377"}],"department":[{"_id":"427"}],"user_id":"27152"},{"_id":"4421","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"keyword":["Transition to higher education","Motivation","Longitudinal study","Socio-cultural factors","Latent change model","Switzerland"],"extern":"1","type":"journal_article","publication":"Higher Education","abstract":[{"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.","lang":"eng"}],"status":"public","publisher":"Springer Nature","date_updated":"2022-01-06T07:01:03Z","author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"last_name":"Jenert","full_name":"Jenert, Tobias","first_name":"Tobias"},{"full_name":"Wagner, Dietrich","last_name":"Wagner","first_name":"Dietrich"}],"date_created":"2018-09-18T08:58:54Z","volume":73,"title":"The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School","doi":"10.1007/s10734-016-0095-8","publication_status":"published","publication_identifier":{"issn":["0018-1560","1573-174X"]},"issue":"3","year":"2016","citation":{"apa":"Brahm, T., Jenert, T., &#38; Wagner, D. (2016). The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. <i>Higher Education</i>, <i>73</i>(3), 459–478. <a href=\"https://doi.org/10.1007/s10734-016-0095-8\">https://doi.org/10.1007/s10734-016-0095-8</a>","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={<a href=\"https://doi.org/10.1007/s10734-016-0095-8\">10.1007/s10734-016-0095-8</a>}, number={3}, journal={Higher Education}, publisher={Springer Nature}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2016}, pages={459–478} }","short":"T. Brahm, T. Jenert, D. Wagner, Higher Education 73 (2016) 459–478.","mla":"Brahm, Taiga, et al. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” <i>Higher Education</i>, vol. 73, no. 3, Springer Nature, 2016, pp. 459–78, doi:<a href=\"https://doi.org/10.1007/s10734-016-0095-8\">10.1007/s10734-016-0095-8</a>.","chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” <i>Higher Education</i> 73, no. 3 (2016): 459–78. <a href=\"https://doi.org/10.1007/s10734-016-0095-8\">https://doi.org/10.1007/s10734-016-0095-8</a>.","ieee":"T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School,” <i>Higher Education</i>, vol. 73, no. 3, pp. 459–478, 2016.","ama":"Brahm T, Jenert T, Wagner D. The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. <i>Higher Education</i>. 2016;73(3):459-478. doi:<a href=\"https://doi.org/10.1007/s10734-016-0095-8\">10.1007/s10734-016-0095-8</a>"},"page":"459-478","intvolume":"        73"},{"citation":{"apa":"Brahm, T., Jenert, T., &#38; 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.","mla":"Brahm, Taiga, et al. <i>The Self-Fulfilling Prophecy of Fear of Academic Failure</i>. 2015.","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} }","short":"T. Brahm, T. Jenert, D. Wagner, in: 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.","ama":"Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic failure. In: ; 2015."},"year":"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"},"title":"The self-fulfilling prophecy of fear of academic failure","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias"},{"full_name":"Wagner, Dietrich","last_name":"Wagner","first_name":"Dietrich"}],"date_created":"2018-09-18T12:52:45Z","date_updated":"2022-01-06T07:01:05Z","status":"public","abstract":[{"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","lang":"eng"}],"type":"conference","extern":"1","keyword":["Quantitative methods","Student learning","Emotion and Cognition","Social sciences","Higher education","Motivation and Emotion","Fear of Failure"],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4463"},{"title":"A person-centred approach to students' transition into Higher Education","conference":{"location":"Zypern","end_date":"2015-08-29","start_date":"2015-08-25","name":"16th Biennial EARLI Conference for Research on Learning and Instruction"},"date_updated":"2022-01-06T07:01:05Z","author":[{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"},{"full_name":"Wagner, Dietrich","last_name":"Wagner","first_name":"Dietrich"},{"first_name":"Tobias","id":"71994","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert"}],"date_created":"2018-09-18T12:56:31Z","year":"2015","citation":{"apa":"Brahm, T., Wagner, D., &#38; Jenert, T. (2015). A person-centred approach to students’ transition into Higher Education. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.","short":"T. Brahm, D. Wagner, T. Jenert, in: 2015.","bibtex":"@inproceedings{Brahm_Wagner_Jenert_2015, title={A person-centred approach to students’ transition into Higher Education}, author={Brahm, Taiga and Wagner, Dietrich and Jenert, Tobias}, year={2015} }","mla":"Brahm, Taiga, et al. <i>A Person-Centred Approach to Students’ Transition into Higher Education</i>. 2015.","ama":"Brahm T, Wagner D, Jenert T. A person-centred approach to students’ transition into Higher Education. In: ; 2015.","ieee":"T. Brahm, D. Wagner, and T. Jenert, “A person-centred approach to students’ transition into Higher Education,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.","chicago":"Brahm, Taiga, Dietrich Wagner, and Tobias Jenert. “A Person-Centred Approach to Students’ Transition into Higher Education,” 2015."},"keyword":["Quantitative methods","Self-efficacy","Higher education","Motivation and Emotion"],"extern":"1","_id":"4464","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","abstract":[{"lang":"eng","text":"A highly selective first study phase in many Swiss study programs leads to a rather competitive climate among students. However, the atmosphere at the university is an important factor for students' transition into Higher Education. An important question in this context is whether students' are equipped with different dispositions influencing how they cope with this transition. Other research has already shown that different groups of students can be identified regarding their student behavior. Yet, so far little is known about patterns of variables characterizing students, transitioning successfully. The paper takes advantage of a person-centered approach, i.e. the latent-class analysis, which makes it possible to identify groups of individuals, sharing common attributes. The research was conducted as a longitudinal study during their first year at a Swiss university. The return rate was about 67%, with 820 utilizable questionnaires at t1. Based on the analysis of students' anxiety, intrinsic motivation and self-efficacy, three distinct classes of students could be identified. The first class can be called the \"highly motivated and self-confident\" students. The second class is characterized by the same pattern, however, on a more intermediate level and the last class can be described as the \"least motivated and most anxious\" group of students. This study contributes to research and theory on students' transition into higher education and could be a first hint that students' experiences of this transition can vary substantially."}],"status":"public","type":"conference"},{"status":"public","type":"conference","publication":"Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE","language":[{"iso":"eng"}],"extern":"1","keyword":["Methodologie","Lernforschung","hochschuldidaktische Forschung","Higher Education"],"user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"_id":"4467","citation":{"ama":"Jenert T, Reinmann G. Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule. In: <i>Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE</i>. ; 2015.","ieee":"T. Jenert and G. Reinmann, “Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule,” in <i>Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE</i>, Hannover, 2015.","chicago":"Jenert, Tobias, and Gabi Reinmann. “Zwischen Individuum, Institution Und Disziplin: Methodologische Überlegungen Zur Erfassung von Lernkulturen an Hochschule.” In <i>Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE</i>, 2015.","apa":"Jenert, T., &#38; Reinmann, G. (2015). Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule. In <i>Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE</i>. Hannover.","bibtex":"@inproceedings{Jenert_Reinmann_2015, title={Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule}, booktitle={Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE}, author={Jenert, Tobias and Reinmann, Gabi}, year={2015} }","short":"T. Jenert, G. Reinmann, in: Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE, 2015.","mla":"Jenert, Tobias, and Gabi Reinmann. “Zwischen Individuum, Institution Und Disziplin: Methodologische Überlegungen Zur Erfassung von Lernkulturen an Hochschule.” <i>Dokumentation Der Jahrestagung Der Sektion Erwachsenenbildung Der DGfE</i>, 2015."},"year":"2015","conference":{"end_date":"2015-10-01","location":"Hannover","name":"Jahrestagung der Sektion Erwachsenenbildung der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) 2015","start_date":"2015-09-29"},"title":"Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule","date_created":"2018-09-18T13:07:56Z","author":[{"id":"71994","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"},{"last_name":"Reinmann","full_name":"Reinmann, Gabi","first_name":"Gabi"}],"date_updated":"2022-01-06T07:01:05Z"},{"title":"On the assessment of attitudes towards studying—development and validation of a questionnaire","publisher":"Elsevier","date_updated":"2024-03-21T14:43:34Z","date_created":"2018-09-18T09:07:26Z","author":[{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias","first_name":"Tobias"}],"volume":43,"year":"2015","citation":{"apa":"Brahm, T., &#38; Jenert, T. (2015). On the assessment of attitudes towards studying—development and validation of a questionnaire. <i>Learning and Individual Differences : Journal of Psychology and Education</i>, <i>43</i>, 233–242.","mla":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” <i>Learning and Individual Differences : Journal of Psychology and Education</i>, vol. 43, Elsevier, 2015, pp. 233–42.","bibtex":"@article{Brahm_Jenert_2015, title={On the assessment of attitudes towards studying—development and validation of a questionnaire}, volume={43}, journal={Learning and individual differences : journal of psychology and education}, publisher={Elsevier}, author={Brahm, Taiga and Jenert, Tobias}, year={2015}, pages={233–242} }","short":"T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology and Education 43 (2015) 233–242.","ieee":"T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development and validation of a questionnaire,” <i>Learning and individual differences : journal of psychology and education</i>, vol. 43, pp. 233–242, 2015.","chicago":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” <i>Learning and Individual Differences : Journal of Psychology and Education</i> 43 (2015): 233–42.","ama":"Brahm T, Jenert T. On the assessment of attitudes towards studying—development and validation of a questionnaire. <i>Learning and individual differences : journal of psychology and education</i>. 2015;43:233-242."},"intvolume":"        43","page":"233 - 242","publication_identifier":{"issn":["1041-6080"]},"quality_controlled":"1","keyword":["Attitude","Student learning","Higher Education Institution","university","student experience"],"extern":"1","language":[{"iso":"eng"}],"_id":"4423","user_id":"71994","department":[{"_id":"208"},{"_id":"282"}],"abstract":[{"lang":"eng","text":"This research aims to develop and validate an instrument for the assessment of attitudes towards two particular objects: the Higher Education Institution (HEI) and the process of studying. Investigating attitudes towards studying at a HEI in a comprehensive way addresses an important research gap. It connects students' perception of the institution with teaching and learning. To validate the Assessment of Students' Attitudes towards Studying (ASAtS) Questionnaire, data was gathered at three different universities in Switzerland (820 students), Sweden (167) and Germany (133). Overall, the results show the internal consistency of the ASAtS. Its nomological validity is also supported by correlations with other constructs, such as intrinsic motivation and study performance. The ASAtS contributes to the theory on students learning by broadening the scope of research beyond learning in a narrow sense. From a practical point of view, it provides a tool for HE management to monitor students' perception of their HEI."}],"status":"public","type":"journal_article","publication":"Learning and individual differences : journal of psychology and education"},{"type":"conference","abstract":[{"text":"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.\r\n\r\nAbstract Text: Professionalization of program development as an institutional responsibility \r\nIn 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?\r\nOur 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.\r\n\r\nFramework 1: Competencies for program managers\r\nThe experiences with a training program for study program managers at the Zurich University for Teacher Education are reported. Over\r\na period of four years, a competency profile has been developed and refined. Insights into the challenges and struggles of this role\r\nwere gained. Despite diverse job characteristics of program managers (often resulting from an institution-specific history), there is a\r\ncommon set of competencies necessary to successfully cope with organizational complexity such as role competency (Schein, 1992)\r\nand lateral leadership (Kühl et al., 2005).\r\nFramework 2: Towards a systematic development of study programs\r\nThe second initiative concerns the strategic approach to program development implemented at the University of St. Gallen (Brahm &\r\nJenert, 2013; Jenert, 2011). In this structured process, the program goes through four process steps: process initiation, program\r\nanalysis, program development, evaluation of the process and results. A major challenge in this process is the role of program\r\nprofessionals. The goal is to establish them as change agents for a didactically-aligned study program.\r\nOutcome: Role of educational development\r\nAfter briefly introducing the two examples, the roles of program professionals and educational development in HEI will be discussed.\r\nThe questions guiding the discussion will be:\r\n• How can program development be established as a continuing task, closely tied to quality development?\r\n• How can the competencies of program professionals be developed and the local capacity and ownership be strengthened?\r\n• How can educational development support program development and provide vital impulses?\r\nAudience Engagement. Depending on the number of participants, first the questions will be discussed in groups. To put the results of\r\nthe discussion on record, it will be summarized and uploaded in our weblog for further discussion after the session.","lang":"eng"}],"status":"public","_id":"4470","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"keyword":["curriculum development","study programs","Bologna","educational development","higher education"],"alternative_title":["Educational Development in a Changing World"],"extern":"1","year":"2014","citation":{"ama":"Brahm T, Zellweger F, Jenert T, Thomann G. Developing study programs as a continuous task-the role of educational developers. In: ; 2014.","chicago":"Brahm, Taiga, Franziska Zellweger, Tobias Jenert, and Geri Thomann. “Developing Study Programs as a Continuous Task-the Role of Educational Developers,” 2014.","ieee":"T. Brahm, F. Zellweger, T. Jenert, and G. Thomann, “Developing study programs as a continuous task-the role of educational developers,” presented at the ICED 2014 : Educational Development in a Changing World, Stockholm, 2014.","apa":"Brahm, T., Zellweger, F., Jenert, T., &#38; Thomann, G. (2014). Developing study programs as a continuous task-the role of educational developers. Presented at the ICED 2014 : Educational Development in a Changing World, Stockholm.","bibtex":"@inproceedings{Brahm_Zellweger_Jenert_Thomann_2014, title={Developing study programs as a continuous task-the role of educational developers}, author={Brahm, Taiga and Zellweger, Franziska and Jenert, Tobias and Thomann, Geri}, year={2014} }","mla":"Brahm, Taiga, et al. <i>Developing Study Programs as a Continuous Task-the Role of Educational Developers</i>. 2014.","short":"T. Brahm, F. Zellweger, T. Jenert, G. Thomann, in: 2014."},"date_updated":"2022-01-06T07:01:06Z","date_created":"2018-09-18T13:30:30Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"full_name":"Zellweger, Franziska","last_name":"Zellweger","first_name":"Franziska"},{"first_name":"Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994"},{"full_name":"Thomann, Geri","last_name":"Thomann","first_name":"Geri"}],"title":"Developing study programs as a continuous task-the role of educational developers","conference":{"location":"Stockholm","end_date":"2014-0618","start_date":"2014-06-16","name":"ICED 2014 : Educational Development in a Changing World"}},{"abstract":[{"lang":"eng","text":"The transition from school to university can be overwhelming for some students. While 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 mixed methods study addresses this research gap and examines the development of economics students' study motivation. The longitudinal mixed-method study included three waves of data collected using quantitative surveys and a series of five interviews conducted with 14 first-year students over eight months. Regarding students' development over time, the quantitative analysis showed a gradual decline in students' motivation. However, in the interviews, certain events during the first year were identified as critical incidents demotivating students. These insights into the development of students' motivation at a business school show that concrete incidents influence students' motivational development; thus, they could be transformed by structural changes."}],"status":"public","type":"conference","keyword":["motivation","business school","higher education","latent growth curve model","longitudinal study","mixed methods","interview","students"],"extern":"1","_id":"4474","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","year":"2014","citation":{"short":"T. Brahm, T. Jenert, in: 2014.","mla":"Brahm, Taiga, and Tobias Jenert. <i>The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study</i>. 2014.","bibtex":"@inproceedings{Brahm_Jenert_2014, title={The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study}, author={Brahm, Taiga and Jenert, Tobias}, year={2014} }","apa":"Brahm, T., &#38; Jenert, T. (2014). The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. Presented at the SIG4 Higher Education &#38; SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven.","ama":"Brahm T, Jenert T. The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. In: ; 2014.","ieee":"T. Brahm and T. Jenert, “The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study,” presented at the SIG4 Higher Education &#38; SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.","chicago":"Brahm, Taiga, and Tobias Jenert. “The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study,” 2014."},"title":"The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study","conference":{"location":"Leuven","end_date":"2014-08-22","start_date":"2014-08-20","name":"SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014"},"date_updated":"2022-01-06T07:01:06Z","date_created":"2018-09-19T08:06:46Z","author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"id":"71994","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"}]},{"date_created":"2018-09-19T08:10:09Z","author":[{"last_name":"Gebhardt","full_name":"Gebhardt, Anja","first_name":"Anja"},{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias","first_name":"Tobias"}],"date_updated":"2022-01-06T07:01:06Z","conference":{"name":"SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014","start_date":"2014-08-20","end_date":"2014-08-22","location":"Leuven"},"title":"Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school","citation":{"chicago":"Gebhardt, Anja, and Tobias Jenert. “Transition within Higher Education Institutions (HEI): Differences in Learning Culture (LC) between First-Year, Bachelor, and Master Students at a Business School,” 2014.","ieee":"A. Gebhardt and T. Jenert, “Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school,” presented at the SIG4 Higher Education &#38; SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.","ama":"Gebhardt A, Jenert T. Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school. In: ; 2014.","apa":"Gebhardt, A., &#38; Jenert, T. (2014). Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school. Presented at the SIG4 Higher Education &#38; SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven.","short":"A. Gebhardt, T. Jenert, in: 2014.","mla":"Gebhardt, Anja, and Tobias Jenert. <i>Transition within Higher Education Institutions (HEI): Differences in Learning Culture (LC) between First-Year, Bachelor, and Master Students at a Business School</i>. 2014.","bibtex":"@inproceedings{Gebhardt_Jenert_2014, title={Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school}, author={Gebhardt, Anja and Jenert, Tobias}, year={2014} }"},"year":"2014","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4475","extern":"1","keyword":["Higher Education","Transitions","Bachelor","Master"],"type":"conference","status":"public","abstract":[{"lang":"eng","text":"Tertiary education comprises at least two phases, undergraduate and graduate studies. Often, the first year is regarded another, crucial phase where students familiarize with the study environment. It can be hypothesized that students' individual perceptions of learning and studying as well as the pedagogies they experience differ depending on their current study phase. Yet, differences between the phases in HE have rarely been investigated. To capture differences in student experiences in HE comprehensively, Jenert and Gebhardt (2010) have developed a framework describing Learning Culture in HEI. LC comprises a number of constructs on the three levels of the individual student, pedagogical interactions and the organization.\r\nThe study first aims to quantitatively describe differences in LC between the phases of HE within a university. Based on this analysis, a second goal is to develop a deeper understanding of how students manage the transitions between different phases by applying qualitative research methods."}]},{"type":"conference","status":"public","abstract":[{"text":"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. \r\nSince 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.","lang":"eng"}],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4478","extern":"1","keyword":["attitudes","teaching and learning","studying","higher education institution","theory of planned behavior","instrument development"],"citation":{"apa":"Brahm, T., Jenert, T., &#38; Euler, D. (2013). On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München : EARLI European Association for Research on Learning and Instruction.","mla":"Brahm, Taiga, et al. <i>On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ)</i>. EARLI European Association for Research on Learning and Instruction, 2013.","short":"T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research on Learning and Instruction, 2013.","bibtex":"@inproceedings{Brahm_Jenert_Euler_2013, title={On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter}, year={2013} }","ama":"Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). In: EARLI European Association for Research on Learning and Instruction; 2013.","chicago":"Brahm, Taiga, Tobias Jenert, and Dieter Euler. “On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ).” EARLI European Association for Research on Learning and Instruction, 2013.","ieee":"T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München , 2013."},"year":"2013","date_created":"2018-09-19T08:22:51Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"id":"71994","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"},{"last_name":"Euler","full_name":"Euler, Dieter","first_name":"Dieter"}],"publisher":"EARLI European Association for Research on Learning and Instruction","date_updated":"2022-01-06T07:01:06Z","conference":{"location":"München ","end_date":"2013-08-31","start_date":"2013-08-27","name":"15th Biennial EARLI Conference"},"title":"On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)"},{"status":"public","abstract":[{"text":"The proposed paper aims to investigate the longitudinal development of students' motivation over the first year of their studies at a business school by using latent growth curve modeling. The study tackles the following core research questions: How do first-year university students' intrinsic and extrinsic vary over time? Which (motivational) factors are related to students' motivational development? Although motivational dispositions have been analyzed extensively in previous studies, their longitudinal development has hitherto not been examined in the higher education context.\r\n\r\nThis longitudinal study is conducted at the University of St. Gallen in Switzerland. The current sample includes 280 first-year students who have been surveyed three times and who are representative of the first-year student population.\r\n\r\nDescriptive results show that prior to their studies, students were motivated most by intrinsic factors, however, extrinsic motivation was also quite high. Employing latent growth curve modeling, it could be shown that both intrinsic and extrinsic motivation decline significantly over the course of the first year (8 months).\r\n\r\nThe study contributes to motivation theory by providing further insights into the development of academic motivation over time. Latent growth curve modeling as a method can be well used for longitudinal data analysis, thus, excluding measurement error from longitudinal data. Furthermore, the study supports educational developers by determining factors influencing students' motivational development.","lang":"eng"}],"type":"conference","extern":"1","keyword":["motivation","intrinsic motivation","extrinsic motivation","latent growth curve modeling","longitudinal data analysis","ASEQ","higher education","studying"],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4480","citation":{"ieee":"T. Brahm and T. Jenert, “A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation,” presented at the 15th Biennial EARLI Conference, München, 2013.","chicago":"Brahm, Taiga, and Tobias Jenert. “A Latent Growth Curve Analysis of Business Students’ Intrinsic and Extrinsic Motivation.” EARLI European Association for Research on Learning and Instruction, 2013.","ama":"Brahm T, Jenert T. A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation. In: EARLI European Association for Research on Learning and Instruction; 2013.","apa":"Brahm, T., &#38; Jenert, T. (2013). A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation. Presented at the 15th Biennial EARLI Conference, München: EARLI European Association for Research on Learning and Instruction.","bibtex":"@inproceedings{Brahm_Jenert_2013, title={A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Brahm, Taiga and Jenert, Tobias}, year={2013} }","short":"T. Brahm, T. Jenert, in: EARLI European Association for Research on Learning and Instruction, 2013.","mla":"Brahm, Taiga, and Tobias Jenert. <i>A Latent Growth Curve Analysis of Business Students’ Intrinsic and Extrinsic Motivation</i>. EARLI European Association for Research on Learning and Instruction, 2013."},"year":"2013","conference":{"name":"15th Biennial EARLI Conference","start_date":"2013-08-27","end_date":"2013-08-31","location":"München"},"title":"A latent growth curve analysis of Business students' intrinsic and extrinsic motivation","date_created":"2018-09-19T08:27:05Z","author":[{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"},{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","full_name":"Jenert, Tobias","id":"71994","first_name":"Tobias"}],"date_updated":"2022-01-06T07:01:06Z","publisher":"EARLI European Association for Research on Learning and Instruction"},{"keyword":["Studierverhalten","Hochschuldidaktik","Lernpsychologie","Kulturpsychologie","Bologna-Prozess","Curriculumentwicklung","Hochschulbildung","Study programme","Bologna-process","educational development","cultural psychology","higher education","curriculum development"],"extern":"1","_id":"4443","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"abstract":[{"lang":"ger","text":"\t\r\nMit 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.\r\n\r\nDiejenigen, 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.\r\n\r\nEs 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."}],"status":"public","type":"dissertation","title":"Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse","publisher":"Universität St. Gallen","date_updated":"2022-01-06T07:01:04Z","author":[{"full_name":"Jenert, Tobias","last_name":"Jenert","first_name":"Tobias"}],"date_created":"2018-09-18T11:38:39Z","year":"2012","citation":{"bibtex":"@book{Jenert_2012, title={Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse}, publisher={Universität St. Gallen}, author={Jenert, Tobias}, year={2012} }","mla":"Jenert, Tobias. <i>Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse</i>. Universität St. Gallen, 2012.","short":"T. Jenert, Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse, Universität St. Gallen, 2012.","apa":"Jenert, T. (2012). <i>Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse</i>. Universität St. Gallen.","chicago":"Jenert, Tobias. <i>Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse</i>. Universität St. Gallen, 2012.","ieee":"T. Jenert, <i>Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse</i>. Universität St. Gallen, 2012.","ama":"Jenert T. <i>Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse</i>. Universität St. Gallen; 2012."}},{"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4482","extern":"1","alternative_title":["7. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf) zum Thema \"WISSENSCHAFT ALS BERUF – HEUTE. PERSPEKTIVEN DES AKADEMISCHEN NACHWUCHSES IN DER WISSENSGESELLSCHAFT\" in Wien, vom 9. bis 11. Mai 2012 Abstractband"],"keyword":["Hochschulentwicklung","Studienprogramme","Curriculum Development","Higher Education","Faculty Development"],"type":"conference","status":"public","abstract":[{"text":"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).\r\nForschungsfokus. 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).","lang":"ger"}],"date_created":"2018-09-19T08:33:28Z","author":[{"first_name":"Tobias","full_name":"Jenert, Tobias","last_name":"Jenert"}],"publisher":"Gesellschaft für Hochschulforschung GfHf","date_updated":"2022-01-06T07:01:06Z","conference":{"end_date":"2012-05-11","location":"Wien","name":"7. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf)","start_date":"2012-05-10"},"title":"Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit","citation":{"bibtex":"@inproceedings{Jenert_2012, title={Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit}, publisher={Gesellschaft für Hochschulforschung GfHf}, author={Jenert, Tobias}, year={2012} }","mla":"Jenert, Tobias. <i>Studienprogramme Als Hochschuldidaktische Gestaltungs-Und Untersuchungseinheit</i>. Gesellschaft für Hochschulforschung GfHf, 2012.","short":"T. Jenert, in: Gesellschaft für Hochschulforschung GfHf, 2012.","apa":"Jenert, T. (2012). Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit. Presented at the 7. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf), Wien: Gesellschaft für Hochschulforschung GfHf.","ama":"Jenert T. Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit. In: Gesellschaft für Hochschulforschung GfHf; 2012.","chicago":"Jenert, Tobias. “Studienprogramme Als Hochschuldidaktische Gestaltungs-Und Untersuchungseinheit.” Gesellschaft für Hochschulforschung GfHf, 2012.","ieee":"T. Jenert, “Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit,” presented at the 7. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf), Wien, 2012."},"year":"2012"},{"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4483","extern":"1","alternative_title":["Forschung im Fokus: Hochschullehre und Studium"],"keyword":["Hochschulentwicklung","higher education development","Hochschuldidaktik"],"type":"conference","status":"public","abstract":[{"lang":"ger","text":"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. \r\nDie 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":[{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias","first_name":"Tobias"},{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"}],"date_created":"2018-09-19T08:37:08Z","date_updated":"2022-01-06T07:01:06Z","publisher":"Deutsche Gesellschaft für Hochschuldidaktik dghd","conference":{"location":"Mainz","end_date":"2012-09-28","start_date":"2012-09-26","name":"41. Jahrestagung Deutschen Gesellschaft für Hochschuldidaktik dghd"},"title":"\" Nur\" didaktisch oder auch strategisch?: Strukturelle Verankerung, Aufgaben-und Wirksamkeitswahrnehmungen hochschuldidaktischer Einrichtungen in Deutschland","citation":{"bibtex":"@inproceedings{Jenert_Brahm_2012, title={“ Nur” didaktisch oder auch strategisch?: Strukturelle Verankerung, Aufgaben-und Wirksamkeitswahrnehmungen hochschuldidaktischer Einrichtungen in Deutschland}, publisher={Deutsche Gesellschaft für Hochschuldidaktik dghd}, author={Jenert, Tobias and Brahm, Taiga}, year={2012} }","short":"T. Jenert, T. Brahm, in: Deutsche Gesellschaft für Hochschuldidaktik dghd, 2012.","mla":"Jenert, Tobias, and Taiga Brahm. <i>“ Nur” Didaktisch Oder Auch Strategisch?: Strukturelle Verankerung, Aufgaben-Und Wirksamkeitswahrnehmungen Hochschuldidaktischer Einrichtungen in Deutschland</i>. Deutsche Gesellschaft für Hochschuldidaktik dghd, 2012.","apa":"Jenert, T., &#38; Brahm, T. (2012). “ Nur” didaktisch oder auch strategisch?: Strukturelle Verankerung, Aufgaben-und Wirksamkeitswahrnehmungen hochschuldidaktischer Einrichtungen in Deutschland. Presented at the 41. Jahrestagung Deutschen Gesellschaft für Hochschuldidaktik dghd, Mainz: Deutsche Gesellschaft für Hochschuldidaktik dghd.","ama":"Jenert T, Brahm T. “ Nur” didaktisch oder auch strategisch?: Strukturelle Verankerung, Aufgaben-und Wirksamkeitswahrnehmungen hochschuldidaktischer Einrichtungen in Deutschland. In: Deutsche Gesellschaft für Hochschuldidaktik dghd; 2012.","chicago":"Jenert, Tobias, and Taiga Brahm. “‘ Nur’ Didaktisch Oder Auch Strategisch?: Strukturelle Verankerung, Aufgaben-Und Wirksamkeitswahrnehmungen Hochschuldidaktischer Einrichtungen in Deutschland.” Deutsche Gesellschaft für Hochschuldidaktik dghd, 2012.","ieee":"T. Jenert and T. Brahm, “‘ Nur’ didaktisch oder auch strategisch?: Strukturelle Verankerung, Aufgaben-und Wirksamkeitswahrnehmungen hochschuldidaktischer Einrichtungen in Deutschland,” presented at the 41. Jahrestagung Deutschen Gesellschaft für Hochschuldidaktik dghd, Mainz, 2012."},"year":"2012"}]