@article{62121, abstract = {{This study explores undergraduate sociology students’ perceptions of conventional pedagogical practices and their aspirations for an ideal learning environment at a regional German university. Drawing on semi-structured interviews with 41 students enrolled between 2021 and 2023, the research investigates how students envision the study of sociology and their preferences for pedagogical approaches. The findings reveal that students’ diverse visions converge on common themes aligning with engaged pedagogy and critical pedagogy principles. Students express a desire for learning environments that challenge existing forms of domination, promote active knowledge acquisition, and foster mutual respect. They seek meaningful knowledge that connects theory to practice, facilitates personal growth, and empowers them to effect social change. The study contributes to ongoing debates about pedagogical practices in higher education, especially in sociology, by providing empirical evidence of students’ subjective experiences and desires, emphasising the need for engaged pedagogy that nurtures holistic development and values students’ agency.}}, author = {{Lin-Januszewski, Liang-Wen}}, journal = {{Sociology}}, keywords = {{bell hooks, critical pedagogy, engaged pedagogy, pedagogy of sociology, student voices}}, title = {{{Listening to students' voices: Engaged pedagogy as a pathway to pedagogical possibilities.}}}, doi = {{10.1177/00380385251391586}}, year = {{2025}}, } @inproceedings{54025, abstract = {{Excellent Information Systems (IS) bachelor or master student theses have the potential to inform the scientific community about interesting findings about IS phenomena. However, transforming such theses into scientific working papers is not only time-consuming for the student and the supervisor, but also purely voluntary. Part of the problem is that few IS faculties offer any structured course for the transformation process as part of their curriculum. This significantly reduces the proportion of outstanding theses that are developed into working papers and, ultimately, into publications, resulting in a loss of knowledge for the broader IS community. To address this structural deficit, we aim to develop and implement a credit course and open educational resources (e.g., course schedule, slides, videos) that support students in developing their theses into publishable scientific research papers. This approach not only enriches the scientific discourse but also presents a research-oriented educational disruption for the IS community.}}, author = {{Althaus, Maike and Hansmeier, Philipp}}, booktitle = {{Proceedings of the Thirty-Second European Conference on Information Systems (ECIS 2024)}}, keywords = {{Student Thesis, Scientific Publishing, Course Implementation}}, location = {{Paphos, Cyprus}}, title = {{{The Imperative of Revival Strategies through Digital Transformation in the Cultural Sector - A Taxonomy Approach}}}, year = {{2024}}, } @inproceedings{31849, author = {{Hoffmann, Max and Biehler, Rolf}}, booktitle = {{Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)}}, editor = {{Trigueros, Marı́a and Barquero, Berta and Hochmuth, Reinhard and Peters, Jana}}, keywords = {{Teaching and learning of specific topics in university mathematics, Transition to, across and from university mathematics, Student Teachers, Geometry, Congruence, Double Discontinuity.}}, publisher = {{University of Hannover and INDRUM.}}, title = {{{Student Teachers ’ Knowledge of Congruence before a University Course on Geometry}}}, year = {{2023}}, } @inbook{56797, abstract = {{Dieser Tagungsband greift vielfältige Impulse der Konferenz, die unter dem Motto „Agile Didaktik für nachhaltige Entwicklung“ stand, auf. Damit wird eine spannende und inspirierende weitere Auseinandersetzung mit den angesprochenen Themenschwerpunkten unterstützt. Gleichzeitig wird einmal mehr deutlich, dass das Inverted-Classroom-Modell nicht auf eine spezielle Fachdisziplin oder ausgewählte Lehrveranstaltungsformate beschränkt ist. Es ist ein Mindset und gleichzeitig eine Einladung für die Weiterentwicklung agiler Bildung für nachhaltige Entwicklung. Geliefert werden weiters viele Impulse, die Anregungen für die Hochschuldidaktik sowie für die strategische Ausrichtung von Hochschulen bringen, die dann noch stärker Mitverantwortung für gesellschaftliche Transformationsprozesse übernehmen, mehr noch, diese in vieler Hinsicht aktiv mitgestalten}}, author = {{Kopitsch, Gerlinde and Wengler, Katja and Neiske, Iris and Freisleben-Teutscher, Christian F.}}, booktitle = {{Inverted Classroom and beyond 2023: Agile Didaktik für nachhaltige Bildung}}, editor = {{Buchner, Josef and Freisleben-Teutscher, Christian F. and Hüther, Judith and Neiske, Iris and Morisse, Karsten and Reimer, Ricarda and Tengler, Karin}}, isbn = {{9783752645262}}, keywords = {{Inverted Classroom, Flipped Classroom, Selbstlernphase, Student Engagement}}, pages = {{116--129}}, title = {{{Gestaltung von Selbstlernphasen zur Förderung von Student Engagement}}}, year = {{2023}}, } @techreport{61908, abstract = {{For students, study abroad has its advantages but might also have unwanted adverse ef-fects, such as social isolation and loneliness. We analyze the role of emotional support in understanding loneliness among Chinese international students in Germany, in comparison to local students, from a gender perspective. Based on a representative sample, our findings suggest that Chinese international students feel lonelier than local ones. Female Chinese international students are less lonely compared to male ones, whereas the opposite is true for local students. Contrary to our expectations, a higher number of emotionally supportive ties is associated with higher levels of loneliness for all the students. Our further analysis of the correlation between emotional support and loneliness separately for the four subgroups indicates that while for female local students having more emotionally supportive ties is as-sociated with lower levels of loneliness, for female Chinese international students we find the opposite trend. For all male students, we find no significant effect of emotional support on loneliness. We recommend conducting a longitudinal study for examining the causality of the relationship between networks and loneliness in the future. Results have important implica-tions for universities and higher education research in understanding the role of networks on loneliness.}}, author = {{Bilecen, Basak and Diekmann, Isabell and Faist, Thomas}}, keywords = {{loneliness, personal networks, international student mobility, gender, emotional support}}, pages = {{23}}, publisher = {{Centre on Migration, Citizenship and Development (COMCAD), Fakultät für Soziologie}}, title = {{{The Dark Side of International Student Mobility: Which Students Suffer from Loneliness?}}}, volume = {{178}}, year = {{2023}}, } @inproceedings{37157, author = {{Eyilmez, Kaan and Basyurt, Ali Sercan and Stieglitz, Stefan and Fuchss, Christoph and Kaufhold, Marc-André and Reuter, Christian and Mirbabaie, Milad}}, booktitle = {{Australasian Conference on Information Systems (ACIS)}}, keywords = {{Student, Security, Projekt-CYWARN}}, publisher = {{AIS Electronic Library (AISel)}}, title = {{{A Design Science Artefact for Cyber Threat Detection and Actor Specific Communication}}}, year = {{2022}}, } @article{27117, abstract = {{Through co-occurrence analysis of 1139 documents (1964-2018) we identified trends in the discussions about the implementation of student teaching evaluation (SET). We found that: (1) Attention to SET originated in the US in the 1970s, spreading to German-speaking countries in the mid-1990s and continuing in China and Latin America in the early 2000s. (2) SET is commonly viewed as a control tool deserving methodological improvement, while bias is debated in the US. We also found local trajectories: (3) Whereas in the US and Latin America SET is primarily seen as a management tool, German-speaking and Chinese authors reflect more on improving teaching. Chinese scholars consider SET a valid instrument for state control associated with artificial intelligence. Also, (4) SET is commonly used in medical education in the US and the German-speaking region and in physical education in China. We conclude that SET is discussed cross-nationally but affected by national path dependencies.}}, author = {{Pineda, Pedro and Steinhardt, Isabel}}, issn = {{1356-2517}}, journal = {{Teaching in Higher Education}}, keywords = {{academic discourse, bibliometric review, quality assurance, student evaluation of teaching, teaching evaluation}}, pages = {{1--21}}, title = {{{The Debate on student evaluations of teaching: global convergence confronts higher education traditions}}}, doi = {{10.1080/13562517.2020.1863351}}, year = {{2020}}, } @article{4420, abstract = {{Students' experiences of their first year of studying are of prime importance for their further development in Higher Education (HE). Consequently, the first year and the related phenomena of student performance, retention, and dropout have been extensively studied. Research shows that during the first year, the individual student's ability or failure to adapt to the new socio-cultural environment influences his/her academic success. Yet, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. Applying a socio-cultural approach, our qualitative interview study followed 14 university students through their first year, investigating why some students experience an easier transition into HE compared to others. Our research results in a typology of four transition types characterized by their orientation towards the socio-cultural context of studying.}}, author = {{Jenert, Tobias and Brahm, Taiga and Gommers, Luci and Kühner , Patrizia}}, journal = {{Learning, Culture and Social Interaction}}, keywords = {{Student transition, Enculturation, Dropout, Retention}}, number = {{87-99}}, pages = {{87--99}}, publisher = {{Elsevier}}, title = {{{How do they find their place? A typology of students' enculturation during the first year at a business school}}}, volume = {{12}}, year = {{2017}}, } @inproceedings{4463, abstract = {{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. Descriptive statistics show that on average the students are highly motivated, have a high level of self-efficacy and are looking forward to their studies before their beginning. Yet, there are students who have a high level of fear of failure in the study in spite of their high motivation and self-efficacy. A logistic regression shows that there is a significant effect of fear of failure on the probability of study success. This paper shows that fear of failure can increase the probability of academic failure and thus become a self-fulfilling prophecy. It confirms fear as an important factor for academic success. Furthermore, other important factors for academic success, for example the high school grade, could be confirmed in this study}}, author = {{Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}}, keywords = {{Quantitative methods, Student learning, Emotion and Cognition, Social sciences, Higher education, Motivation and Emotion, Fear of Failure}}, location = {{Zypern}}, title = {{{The self-fulfilling prophecy of fear of academic failure}}}, year = {{2015}}, } @article{4423, abstract = {{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.}}, author = {{Brahm, Taiga and Jenert, Tobias}}, issn = {{1041-6080}}, journal = {{Learning and individual differences : journal of psychology and education}}, keywords = {{Attitude, Student learning, Higher Education Institution, university, student experience}}, pages = {{233 -- 242}}, publisher = {{Elsevier}}, title = {{{On the assessment of attitudes towards studying—development and validation of a questionnaire}}}, volume = {{43}}, year = {{2015}}, } @inproceedings{4477, abstract = {{The aim of this qualitative study is first to investigate the attitude development of students in their initial year at university. College effectiveness research has shown that attitudes towards studying as well as to one's university are key factors influencing student engagement. Up to now, little is known about the processes through which such attitudes develop. Based on the theory of planned behaviour (Ajzen & Fishbein, 1980), the study addresses this research gap in three parts: a) development paths of students' attitudes towards studying and the university; b) the normative behaviour of the fellow students as well as significant persons, c) university-related experiences during the first year influencing students' attitude development. To answer these research questions, a series of five interviews was conducted throughout the first year with a total of 13 first-year students at the University of St. Gallen/Switzerland. Data analysis was performed referring to the procedures suggested by Neale (2012) for qualitative longitudinal data. To master the challenge of displaying developments over time, graphical analysis was used to construct a case history (cf. Henderson, Holland et al., 2012) for each individual. Regarding the students' developments over time, the analysis shows the participants' attitudes towards the university became more differentiated over time. A second major result concerns frictions between students' own attitudes and what they perceive to be the dominant normative behaviour. It became obvious that this developmental process is influenced by concrete incidents students experience during the first year and thus, can be shaped by structural changes.}}, author = {{Jenert, Tobias and Brahm, Taiga}}, keywords = {{student attitudes, qualitative research, longitudinal study, student motivation}}, location = {{München}}, publisher = {{EARLI European Association for Research on Learning and Instruction}}, title = {{{How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study}}}, year = {{2013}}, } @inproceedings{4481, abstract = {{Die vorliegende Untersuchung an der Universität St. Gallen soll Erkenntnisse über die Verläufe der Einstellungsveränderungen der Studierenden geben (vgl. Brahm & Jenert, 2012). Basierend auf der Theorie des geplanten Verhaltens (Ajzen & Fishbein, 1980) werden drei Forschungsfragen adressiert: (1) Gibt es typische Pfade der Einstellungsentwicklung? (2) Wie wird das normative Verhalten von Mitstudierenden und anderen Personen wahrgenommen? (3) Welche Erfahrungen beeinflussen die Entwicklung? Zur Beantwortung dieser Fragen wurde über das erste Studienjahr hinweg eine Interviewserie mit 13 Studierenden durchgeführt. Die Datenanalyse mithilfe grafischer Case Histories zeigt, dass die Einstellungen der Probanden über die Zeit differenzierter werden. Zudem gibt es Widersprüche zwischen den Einstellungen und dem wahrgenommenen normativen Verhalten. Dabei ist die Einstellungsentwicklung von konkreten Ereignissen geprägt und kann damit durch strukturelle Interventionen beeinflusst werden.}}, author = {{Jenert, Tobias and Brahm, Taiga}}, keywords = {{student attitudes, theory of planned behaviour, Einstellungsentwicklung, student motivation}}, location = {{Hildesheim}}, publisher = {{Institut für Psychologie}}, title = {{{Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie}}}, year = {{2013}}, }