---
_id: '62121'
abstract:
- lang: eng
text: 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:
- first_name: Liang-Wen
full_name: Lin-Januszewski, Liang-Wen
id: '83883'
last_name: Lin-Januszewski
citation:
ama: 'Lin-Januszewski L-W. Listening to students’ voices: Engaged pedagogy as a
pathway to pedagogical possibilities. Sociology. Published online 2025.
doi:10.1177/00380385251391586'
apa: 'Lin-Januszewski, L.-W. (2025). Listening to students’ voices: Engaged pedagogy
as a pathway to pedagogical possibilities. Sociology. https://doi.org/10.1177/00380385251391586'
bibtex: '@article{Lin-Januszewski_2025, title={Listening to students’ voices: Engaged
pedagogy as a pathway to pedagogical possibilities.}, DOI={10.1177/00380385251391586},
journal={Sociology}, author={Lin-Januszewski, Liang-Wen}, year={2025} }'
chicago: 'Lin-Januszewski, Liang-Wen. “Listening to Students’ Voices: Engaged Pedagogy
as a Pathway to Pedagogical Possibilities.” Sociology, 2025. https://doi.org/10.1177/00380385251391586.'
ieee: 'L.-W. Lin-Januszewski, “Listening to students’ voices: Engaged pedagogy as
a pathway to pedagogical possibilities.,” Sociology, 2025, doi: 10.1177/00380385251391586.'
mla: 'Lin-Januszewski, Liang-Wen. “Listening to Students’ Voices: Engaged Pedagogy
as a Pathway to Pedagogical Possibilities.” Sociology, 2025, doi:10.1177/00380385251391586.'
short: L.-W. Lin-Januszewski, Sociology (2025).
date_created: 2025-11-06T15:22:38Z
date_updated: 2025-11-06T15:26:20Z
doi: 10.1177/00380385251391586
keyword:
- bell hooks
- critical pedagogy
- engaged pedagogy
- pedagogy of sociology
- student voices
language:
- iso: eng
publication: Sociology
status: public
title: 'Listening to students'' voices: Engaged pedagogy as a pathway to pedagogical
possibilities.'
type: journal_article
user_id: '83883'
year: '2025'
...
---
_id: '54025'
abstract:
- lang: eng
text: "Excellent Information Systems (IS) bachelor or master student theses have
the potential to inform the\r\nscientific community about interesting findings
about IS phenomena. However, transforming such\r\ntheses into scientific working
papers is not only time-consuming for the student and the supervisor, but\r\nalso
purely voluntary. Part of the problem is that few IS faculties offer any structured
course for the\r\ntransformation process as part of their curriculum. This significantly
reduces the proportion of\r\noutstanding theses that are developed into working
papers and, ultimately, into publications, resulting\r\nin a loss of knowledge
for the broader IS community. To address this structural deficit, we aim to\r\ndevelop
and implement a credit course and open educational resources (e.g., course schedule,
slides,\r\nvideos) that support students in developing their theses into publishable
scientific research papers. This\r\napproach not only enriches the scientific
discourse but also presents a research-oriented educational\r\ndisruption for
the IS community."
author:
- first_name: Maike
full_name: Althaus, Maike
id: '61896'
last_name: Althaus
- first_name: Philipp
full_name: Hansmeier, Philipp
id: '55603'
last_name: Hansmeier
citation:
ama: 'Althaus M, Hansmeier P. The Imperative of Revival Strategies through Digital
Transformation in the Cultural Sector - A Taxonomy Approach. In: Proceedings
of the Thirty-Second European Conference on Information Systems (ECIS 2024).
; 2024.'
apa: Althaus, M., & Hansmeier, P. (2024). The Imperative of Revival Strategies
through Digital Transformation in the Cultural Sector - A Taxonomy Approach. Proceedings
of the Thirty-Second European Conference on Information Systems (ECIS 2024).
ECIS 2024, Paphos, Cyprus.
bibtex: '@inproceedings{Althaus_Hansmeier_2024, title={The Imperative of Revival
Strategies through Digital Transformation in the Cultural Sector - A Taxonomy
Approach}, booktitle={Proceedings of the Thirty-Second European Conference on
Information Systems (ECIS 2024)}, author={Althaus, Maike and Hansmeier, Philipp},
year={2024} }'
chicago: Althaus, Maike, and Philipp Hansmeier. “The Imperative of Revival Strategies
through Digital Transformation in the Cultural Sector - A Taxonomy Approach.”
In Proceedings of the Thirty-Second European Conference on Information Systems
(ECIS 2024), 2024.
ieee: M. Althaus and P. Hansmeier, “The Imperative of Revival Strategies through
Digital Transformation in the Cultural Sector - A Taxonomy Approach,” presented
at the ECIS 2024, Paphos, Cyprus, 2024.
mla: Althaus, Maike, and Philipp Hansmeier. “The Imperative of Revival Strategies
through Digital Transformation in the Cultural Sector - A Taxonomy Approach.”
Proceedings of the Thirty-Second European Conference on Information Systems
(ECIS 2024), 2024.
short: 'M. Althaus, P. Hansmeier, in: Proceedings of the Thirty-Second European
Conference on Information Systems (ECIS 2024), 2024.'
conference:
location: Paphos, Cyprus
name: ECIS 2024
date_created: 2024-05-07T15:03:35Z
date_updated: 2025-12-04T12:08:50Z
department:
- _id: '276'
- _id: '526'
jel:
- Z1
keyword:
- Student Thesis
- Scientific Publishing
- Course Implementation
language:
- iso: eng
publication: Proceedings of the Thirty-Second European Conference on Information Systems
(ECIS 2024)
publication_status: published
quality_controlled: '1'
related_material:
link:
- relation: confirmation
url: https://aisel.aisnet.org/ecis2024/track12_digtrans/track12_digtrans/3/
status: public
title: The Imperative of Revival Strategies through Digital Transformation in the
Cultural Sector - A Taxonomy Approach
type: conference
user_id: '55603'
year: '2024'
...
---
_id: '31849'
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Hoffmann M, Biehler R. Student Teachers ’ Knowledge of Congruence before a
University Course on Geometry. In: Trigueros M, Barquero B, Hochmuth R, Peters
J, eds. Proceedings of the Fourth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022).
University of Hannover and INDRUM.; 2023.'
apa: Hoffmann, M., & Biehler, R. (2023). Student Teachers ’ Knowledge of Congruence
before a University Course on Geometry. In M. Trigueros, B. Barquero, R. Hochmuth,
& J. Peters (Eds.), Proceedings of the Fourth Conference of the International
Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October
2022). University of Hannover and INDRUM.
bibtex: '@inproceedings{Hoffmann_Biehler_2023, place={Hannover}, title={Student
Teachers ’ Knowledge of Congruence before a University Course on Geometry}, booktitle={Proceedings
of the Fourth Conference of the International Network for Didactic Research in
University Mathematics (INDRUM 2022, 19-22 October 2022)}, publisher={University
of Hannover and INDRUM.}, author={Hoffmann, Max and Biehler, Rolf}, editor={Trigueros,
Marı́a and Barquero, Berta and Hochmuth, Reinhard and Peters, Jana}, year={2023}
}'
chicago: 'Hoffmann, Max, and Rolf Biehler. “Student Teachers ’ Knowledge of Congruence
before a University Course on Geometry.” In Proceedings of the Fourth Conference
of the International Network for Didactic Research in University Mathematics (INDRUM
2022, 19-22 October 2022), edited by Marı́a Trigueros, Berta Barquero, Reinhard
Hochmuth, and Jana Peters. Hannover: University of Hannover and INDRUM., 2023.'
ieee: M. Hoffmann and R. Biehler, “Student Teachers ’ Knowledge of Congruence before
a University Course on Geometry,” in Proceedings of the Fourth Conference of
the International Network for Didactic Research in University Mathematics (INDRUM
2022, 19-22 October 2022), 2023.
mla: Hoffmann, Max, and Rolf Biehler. “Student Teachers ’ Knowledge of Congruence
before a University Course on Geometry.” Proceedings of the Fourth Conference
of the International Network for Didactic Research in University Mathematics (INDRUM
2022, 19-22 October 2022), edited by Marı́a Trigueros et al., University of
Hannover and INDRUM., 2023.
short: 'M. Hoffmann, R. Biehler, in: M. Trigueros, B. Barquero, R. Hochmuth, J.
Peters (Eds.), Proceedings of the Fourth Conference of the International Network
for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022),
University of Hannover and INDRUM., Hannover, 2023.'
date_created: 2022-06-12T11:07:34Z
date_updated: 2023-03-25T10:11:35Z
ddc:
- '370'
- '510'
department:
- _id: '97'
editor:
- first_name: Marı́a
full_name: Trigueros, Marı́a
last_name: Trigueros
- first_name: Berta
full_name: Barquero, Berta
last_name: Barquero
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Jana
full_name: Peters, Jana
last_name: Peters
file:
- access_level: closed
content_type: application/pdf
creator: maxh
date_created: 2023-03-25T10:01:03Z
date_updated: 2023-03-25T10:01:03Z
file_id: '43096'
file_name: HoffmannBiehler2022_indrum_congruence.pdf
file_size: 201942
relation: main_file
success: 1
file_date_updated: 2023-03-25T10:01:03Z
has_accepted_license: '1'
keyword:
- Teaching and learning of specific topics in university mathematics
- Transition to
- across and from university mathematics
- Student Teachers
- Geometry
- Congruence
- Double Discontinuity.
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://hal.univ-reims.fr/INDRUM2022/
oa: '1'
place: Hannover
publication: Proceedings of the Fourth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)
publication_status: published
publisher: University of Hannover and INDRUM.
quality_controlled: '1'
status: public
title: Student Teachers ’ Knowledge of Congruence before a University Course on Geometry
type: conference
user_id: '32202'
year: '2023'
...
---
_id: '56797'
abstract:
- lang: eng
text: 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:
- first_name: Gerlinde
full_name: Kopitsch, Gerlinde
last_name: Kopitsch
- first_name: Katja
full_name: Wengler, Katja
last_name: Wengler
- first_name: Iris
full_name: Neiske, Iris
id: '53827'
last_name: Neiske
- first_name: Christian F.
full_name: Freisleben-Teutscher, Christian F.
last_name: Freisleben-Teutscher
citation:
ama: 'Kopitsch G, Wengler K, Neiske I, Freisleben-Teutscher CF. Gestaltung von Selbstlernphasen
zur Förderung von Student Engagement. In: Buchner J, Freisleben-Teutscher CF,
Hüther J, et al., eds. Inverted Classroom and beyond 2023: Agile Didaktik für
nachhaltige Bildung. ; 2023:116-129.'
apa: 'Kopitsch, G., Wengler, K., Neiske, I., & Freisleben-Teutscher, C. F. (2023).
Gestaltung von Selbstlernphasen zur Förderung von Student Engagement. In J. Buchner,
C. F. Freisleben-Teutscher, J. Hüther, I. Neiske, K. Morisse, R. Reimer, &
K. Tengler (Eds.), Inverted Classroom and beyond 2023: Agile Didaktik für nachhaltige
Bildung (pp. 116–129).'
bibtex: '@inbook{Kopitsch_Wengler_Neiske_Freisleben-Teutscher_2023, title={Gestaltung
von Selbstlernphasen zur Förderung von Student Engagement}, booktitle={Inverted
Classroom and beyond 2023: Agile Didaktik für nachhaltige Bildung}, author={Kopitsch,
Gerlinde and Wengler, Katja and Neiske, Iris and Freisleben-Teutscher, Christian
F.}, editor={Buchner, Josef and Freisleben-Teutscher, Christian F. and Hüther,
Judith and Neiske, Iris and Morisse, Karsten and Reimer, Ricarda and Tengler,
Karin}, year={2023}, pages={116–129} }'
chicago: 'Kopitsch, Gerlinde, Katja Wengler, Iris Neiske, and Christian F. Freisleben-Teutscher.
“Gestaltung von Selbstlernphasen zur Förderung von Student Engagement.” In Inverted
Classroom and beyond 2023: Agile Didaktik für nachhaltige Bildung, edited
by Josef Buchner, Christian F. Freisleben-Teutscher, Judith Hüther, Iris Neiske,
Karsten Morisse, Ricarda Reimer, and Karin Tengler, 116–29, 2023.'
ieee: 'G. Kopitsch, K. Wengler, I. Neiske, and C. F. Freisleben-Teutscher, “Gestaltung
von Selbstlernphasen zur Förderung von Student Engagement,” in Inverted Classroom
and beyond 2023: Agile Didaktik für nachhaltige Bildung, J. Buchner, C. F.
Freisleben-Teutscher, J. Hüther, I. Neiske, K. Morisse, R. Reimer, and K. Tengler,
Eds. 2023, pp. 116–129.'
mla: 'Kopitsch, Gerlinde, et al. “Gestaltung von Selbstlernphasen zur Förderung
von Student Engagement.” Inverted Classroom and beyond 2023: Agile Didaktik
für nachhaltige Bildung, edited by Josef Buchner et al., 2023, pp. 116–29.'
short: 'G. Kopitsch, K. Wengler, I. Neiske, C.F. Freisleben-Teutscher, in: J. Buchner,
C.F. Freisleben-Teutscher, J. Hüther, I. Neiske, K. Morisse, R. Reimer, K. Tengler
(Eds.), Inverted Classroom and beyond 2023: Agile Didaktik für nachhaltige Bildung,
2023, pp. 116–129.'
date_created: 2024-10-29T12:57:24Z
date_updated: 2024-10-29T13:05:28Z
editor:
- first_name: Josef
full_name: Buchner, Josef
last_name: Buchner
- first_name: Christian F.
full_name: Freisleben-Teutscher, Christian F.
last_name: Freisleben-Teutscher
- first_name: Judith
full_name: Hüther, Judith
last_name: Hüther
- first_name: Iris
full_name: Neiske, Iris
last_name: Neiske
- first_name: Karsten
full_name: Morisse, Karsten
last_name: Morisse
- first_name: Ricarda
full_name: Reimer, Ricarda
last_name: Reimer
- first_name: Karin
full_name: Tengler, Karin
last_name: Tengler
keyword:
- Inverted Classroom
- Flipped Classroom
- Selbstlernphase
- Student Engagement
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.icmbeyond.net/?page_id=2038
oa: '1'
page: 116-129
publication: 'Inverted Classroom and beyond 2023: Agile Didaktik für nachhaltige Bildung'
publication_identifier:
isbn:
- '9783752645262'
publication_status: published
status: public
title: Gestaltung von Selbstlernphasen zur Förderung von Student Engagement
type: book_chapter
user_id: '53827'
year: '2023'
...
---
_id: '61908'
abstract:
- lang: eng
text: 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:
- first_name: Basak
full_name: Bilecen, Basak
last_name: Bilecen
- first_name: Isabell
full_name: Diekmann, Isabell
id: '119325'
last_name: Diekmann
- first_name: Thomas
full_name: Faist, Thomas
last_name: Faist
citation:
ama: 'Bilecen B, Diekmann I, Faist T. The Dark Side of International Student
Mobility: Which Students Suffer from Loneliness? Vol 178. Centre on Migration,
Citizenship and Development (COMCAD), Fakultät für Soziologie; 2023.'
apa: 'Bilecen, B., Diekmann, I., & Faist, T. (2023). The Dark Side of International
Student Mobility: Which Students Suffer from Loneliness? (Vol. 178). Centre
on Migration, Citizenship and Development (COMCAD), Fakultät für Soziologie.'
bibtex: '@book{Bilecen_Diekmann_Faist_2023, title={The Dark Side of International
Student Mobility: Which Students Suffer from Loneliness?}, volume={178}, publisher={Centre
on Migration, Citizenship and Development (COMCAD), Fakultät für Soziologie},
author={Bilecen, Basak and Diekmann, Isabell and Faist, Thomas}, year={2023} }'
chicago: 'Bilecen, Basak, Isabell Diekmann, and Thomas Faist. The Dark Side of
International Student Mobility: Which Students Suffer from Loneliness? Vol.
178. Centre on Migration, Citizenship and Development (COMCAD), Fakultät für Soziologie,
2023.'
ieee: 'B. Bilecen, I. Diekmann, and T. Faist, The Dark Side of International
Student Mobility: Which Students Suffer from Loneliness?, vol. 178. Centre
on Migration, Citizenship and Development (COMCAD), Fakultät für Soziologie, 2023.'
mla: 'Bilecen, Basak, et al. The Dark Side of International Student Mobility:
Which Students Suffer from Loneliness? Centre on Migration, Citizenship and
Development (COMCAD), Fakultät für Soziologie, 2023.'
short: 'B. Bilecen, I. Diekmann, T. Faist, The Dark Side of International Student
Mobility: Which Students Suffer from Loneliness?, Centre on Migration, Citizenship
and Development (COMCAD), Fakultät für Soziologie, 2023.'
date_created: 2025-10-21T11:21:43Z
date_updated: 2025-10-21T12:06:39Z
extern: '1'
intvolume: ' 178'
keyword:
- loneliness
- personal networks
- international student mobility
- gender
- emotional support
language:
- iso: eng
page: '23'
publisher: Centre on Migration, Citizenship and Development (COMCAD), Fakultät für
Soziologie
status: public
title: 'The Dark Side of International Student Mobility: Which Students Suffer from
Loneliness?'
type: report
user_id: '119325'
volume: 178
year: '2023'
...
---
_id: '37157'
author:
- first_name: Kaan
full_name: Eyilmez, Kaan
last_name: Eyilmez
- first_name: Ali Sercan
full_name: Basyurt, Ali Sercan
last_name: Basyurt
- first_name: Stefan
full_name: Stieglitz, Stefan
last_name: Stieglitz
- first_name: Christoph
full_name: Fuchss, Christoph
last_name: Fuchss
- first_name: Marc-André
full_name: Kaufhold, Marc-André
last_name: Kaufhold
- first_name: Christian
full_name: Reuter, Christian
last_name: Reuter
- first_name: Milad
full_name: Mirbabaie, Milad
id: '88691'
last_name: Mirbabaie
citation:
ama: 'Eyilmez K, Basyurt AS, Stieglitz S, et al. A Design Science Artefact for Cyber
Threat Detection and Actor Specific Communication. In: Australasian Conference
on Information Systems (ACIS). AIS Electronic Library (AISel); 2022.'
apa: Eyilmez, K., Basyurt, A. S., Stieglitz, S., Fuchss, C., Kaufhold, M.-A., Reuter,
C., & Mirbabaie, M. (2022). A Design Science Artefact for Cyber Threat Detection
and Actor Specific Communication. Australasian Conference on Information Systems
(ACIS).
bibtex: '@inproceedings{Eyilmez_Basyurt_Stieglitz_Fuchss_Kaufhold_Reuter_Mirbabaie_2022,
title={A Design Science Artefact for Cyber Threat Detection and Actor Specific
Communication}, booktitle={Australasian Conference on Information Systems (ACIS)},
publisher={AIS Electronic Library (AISel)}, author={Eyilmez, Kaan and Basyurt,
Ali Sercan and Stieglitz, Stefan and Fuchss, Christoph and Kaufhold, Marc-André
and Reuter, Christian and Mirbabaie, Milad}, year={2022} }'
chicago: Eyilmez, Kaan, Ali Sercan Basyurt, Stefan Stieglitz, Christoph Fuchss,
Marc-André Kaufhold, Christian Reuter, and Milad Mirbabaie. “A Design Science
Artefact for Cyber Threat Detection and Actor Specific Communication.” In Australasian
Conference on Information Systems (ACIS). AIS Electronic Library (AISel),
2022.
ieee: K. Eyilmez et al., “A Design Science Artefact for Cyber Threat Detection
and Actor Specific Communication,” 2022.
mla: Eyilmez, Kaan, et al. “A Design Science Artefact for Cyber Threat Detection
and Actor Specific Communication.” Australasian Conference on Information Systems
(ACIS), AIS Electronic Library (AISel), 2022.
short: 'K. Eyilmez, A.S. Basyurt, S. Stieglitz, C. Fuchss, M.-A. Kaufhold, C. Reuter,
M. Mirbabaie, in: Australasian Conference on Information Systems (ACIS), AIS Electronic
Library (AISel), 2022.'
date_created: 2023-01-17T15:46:42Z
date_updated: 2023-01-18T07:59:21Z
keyword:
- Student
- Security
- Projekt-CYWARN
language:
- iso: eng
publication: Australasian Conference on Information Systems (ACIS)
publisher: AIS Electronic Library (AISel)
status: public
title: A Design Science Artefact for Cyber Threat Detection and Actor Specific Communication
type: conference
user_id: '80546'
year: '2022'
...
---
_id: '27117'
abstract:
- lang: eng
text: '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.'
article_type: original
author:
- first_name: Pedro
full_name: Pineda, Pedro
last_name: Pineda
- first_name: Isabel
full_name: Steinhardt, Isabel
id: '90339'
last_name: Steinhardt
orcid: https://orcid.org/0000-0002-2590-6189
citation:
ama: 'Pineda P, Steinhardt I. The Debate on student evaluations of teaching: global
convergence confronts higher education traditions. Teaching in Higher Education.
Published online 2020:1-21. doi:10.1080/13562517.2020.1863351'
apa: 'Pineda, P., & Steinhardt, I. (2020). The Debate on student evaluations
of teaching: global convergence confronts higher education traditions. Teaching
in Higher Education, 1–21. https://doi.org/10.1080/13562517.2020.1863351'
bibtex: '@article{Pineda_Steinhardt_2020, title={The Debate on student evaluations
of teaching: global convergence confronts higher education traditions}, DOI={10.1080/13562517.2020.1863351},
journal={Teaching in Higher Education}, author={Pineda, Pedro and Steinhardt,
Isabel}, year={2020}, pages={1–21} }'
chicago: 'Pineda, Pedro, and Isabel Steinhardt. “The Debate on Student Evaluations
of Teaching: Global Convergence Confronts Higher Education Traditions.” Teaching
in Higher Education, 2020, 1–21. https://doi.org/10.1080/13562517.2020.1863351.'
ieee: 'P. Pineda and I. Steinhardt, “The Debate on student evaluations of teaching:
global convergence confronts higher education traditions,” Teaching in Higher
Education, pp. 1–21, 2020, doi: 10.1080/13562517.2020.1863351.'
mla: 'Pineda, Pedro, and Isabel Steinhardt. “The Debate on Student Evaluations of
Teaching: Global Convergence Confronts Higher Education Traditions.” Teaching
in Higher Education, 2020, pp. 1–21, doi:10.1080/13562517.2020.1863351.'
short: P. Pineda, I. Steinhardt, Teaching in Higher Education (2020) 1–21.
date_created: 2021-11-03T13:01:53Z
date_updated: 2022-01-11T16:07:08Z
doi: 10.1080/13562517.2020.1863351
extern: '1'
keyword:
- academic discourse
- bibliometric review
- quality assurance
- student evaluation of teaching
- teaching evaluation
language:
- iso: eng
page: 1-21
publication: Teaching in Higher Education
publication_identifier:
issn:
- 1356-2517
- 1470-1294
publication_status: published
quality_controlled: '1'
status: public
title: 'The Debate on student evaluations of teaching: global convergence confronts
higher education traditions'
type: journal_article
user_id: '90339'
year: '2020'
...
---
_id: '4420'
abstract:
- lang: eng
text: Students' experiences of their first year of studying are of prime importance
for their further development in Higher Education (HE). Consequently, the first
year and the related phenomena of student performance, retention, and dropout
have been extensively studied. Research shows that during the first year, the
individual student's ability or failure to adapt to the new socio-cultural environment
influences his/her academic success. Yet, surprisingly little is known about the
actual processes through which students integrate into the socio-cultural context
of HE. Applying a socio-cultural approach, our qualitative interview study followed
14 university students through their first year, investigating why some students
experience an easier transition into HE compared to others. Our research results
in a typology of four transition types characterized by their orientation towards
the socio-cultural context of studying.
author:
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Luci
full_name: Gommers, Luci
last_name: Gommers
- first_name: Patrizia
full_name: Kühner , Patrizia
last_name: 'Kühner '
citation:
ama: Jenert T, Brahm T, Gommers L, Kühner P. How do they find their place? A typology
of students’ enculturation during the first year at a business school. Learning,
Culture and Social Interaction. 2017;12(87-99):87-99.
apa: Jenert, T., Brahm, T., Gommers, L., & Kühner , P. (2017). How do they find
their place? A typology of students’ enculturation during the first year at a
business school. Learning, Culture and Social Interaction, 12(87–99),
87–99.
bibtex: '@article{Jenert_Brahm_Gommers_Kühner _2017, title={How do they find their
place? A typology of students’ enculturation during the first year at a business
school}, volume={12}, number={87–99}, journal={Learning, Culture and Social Interaction},
publisher={Elsevier}, author={Jenert, Tobias and Brahm, Taiga and Gommers, Luci
and Kühner , Patrizia}, year={2017}, pages={87–99} }'
chicago: 'Jenert, Tobias, Taiga Brahm, Luci Gommers, and Patrizia Kühner . “How
Do They Find Their Place? A Typology of Students’ Enculturation during the First
Year at a Business School.” Learning, Culture and Social Interaction 12,
no. 87–99 (2017): 87–99.'
ieee: T. Jenert, T. Brahm, L. Gommers, and P. Kühner , “How do they find their place?
A typology of students’ enculturation during the first year at a business school,”
Learning, Culture and Social Interaction, vol. 12, no. 87–99, pp. 87–99,
2017.
mla: Jenert, Tobias, et al. “How Do They Find Their Place? A Typology of Students’
Enculturation during the First Year at a Business School.” Learning, Culture
and Social Interaction, vol. 12, no. 87–99, Elsevier, 2017, pp. 87–99.
short: T. Jenert, T. Brahm, L. Gommers, P. Kühner , Learning, Culture and Social
Interaction 12 (2017) 87–99.
date_created: 2018-09-18T08:54:38Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: ' 12'
issue: 87-99
keyword:
- Student transition
- Enculturation
- Dropout
- Retention
page: 87-99
publication: Learning, Culture and Social Interaction
publication_identifier:
unknown:
- 2210-6561
publisher: Elsevier
status: public
title: How do they find their place? A typology of students' enculturation during
the first year at a business school
type: journal_article
user_id: '51057'
volume: 12
year: '2017'
...
---
_id: '4463'
abstract:
- lang: eng
text: "Academic success in Higher Education is influenced by a number of different
factors. This paper tackles the question if the individual levels of motivation,
anxiety, enjoyment and self-efficacy, measured immediately before entering university,
influence the probability of academic success. Former studies have shown an influence
of the high school grade, the learning environment and motivational variables.
They do not investigate, however, the individual levels of the mentioned constructs
before the beginning of the studies. This research was conducted at the University
of St. Gallen/Switzerland. The sample includes 695 first-year students who provided
information about the individual level of the mentioned constructs. \r\nDescriptive
statistics show that on average the students are highly motivated, have a high
level of self-efficacy and are looking forward to their studies before their beginning.
Yet, there are students who have a high level of fear of failure in the study
in spite of their high motivation and self-efficacy. A logistic regression shows
that there is a significant effect of fear of failure on the probability of study
success. This paper shows that fear of failure can increase the probability of
academic failure and thus become a self-fulfilling prophecy. It confirms fear
as an important factor for academic success. Furthermore, other important factors
for academic success, for example the high school grade, could be confirmed in
this study"
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Dietrich
full_name: Wagner, Dietrich
last_name: Wagner
citation:
ama: 'Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic
failure. In: ; 2015.'
apa: Brahm, T., Jenert, T., & Wagner, D. (2015). The self-fulfilling prophecy
of fear of academic failure. Presented at the 16th Biennial EARLI Conference for
Research on Learning and Instruction, Zypern.
bibtex: '@inproceedings{Brahm_Jenert_Wagner_2015, title={The self-fulfilling prophecy
of fear of academic failure}, author={Brahm, Taiga and Jenert, Tobias and Wagner,
Dietrich}, year={2015} }'
chicago: Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling
Prophecy of Fear of Academic Failure,” 2015.
ieee: T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear
of academic failure,” presented at the 16th Biennial EARLI Conference for Research
on Learning and Instruction, Zypern, 2015.
mla: Brahm, Taiga, et al. The Self-Fulfilling Prophecy of Fear of Academic Failure.
2015.
short: 'T. Brahm, T. Jenert, D. Wagner, in: 2015.'
conference:
end_date: 2015-08-29
location: Zypern
name: 16th Biennial EARLI Conference for Research on Learning and Instruction
start_date: 2015-08-25
date_created: 2018-09-18T12:52:45Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Quantitative methods
- Student learning
- Emotion and Cognition
- Social sciences
- Higher education
- Motivation and Emotion
- Fear of Failure
status: public
title: The self-fulfilling prophecy of fear of academic failure
type: conference
user_id: '51057'
year: '2015'
...
---
_id: '4423'
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.'
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Brahm T, Jenert T. On the assessment of attitudes towards studying—development
and validation of a questionnaire. Learning and individual differences : journal
of psychology and education. 2015;43:233-242.'
apa: 'Brahm, T., & Jenert, T. (2015). On the assessment of attitudes towards
studying—development and validation of a questionnaire. Learning and Individual
Differences : Journal of Psychology and Education, 43, 233–242.'
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} }'
chicago: 'Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards
Studying—Development and Validation of a Questionnaire.” Learning and Individual
Differences : Journal of Psychology and Education 43 (2015): 233–42.'
ieee: 'T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development
and validation of a questionnaire,” Learning and individual differences : journal
of psychology and education, vol. 43, pp. 233–242, 2015.'
mla: 'Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development
and Validation of a Questionnaire.” Learning and Individual Differences : Journal
of Psychology and Education, vol. 43, Elsevier, 2015, pp. 233–42.'
short: 'T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology
and Education 43 (2015) 233–242.'
date_created: 2018-09-18T09:07:26Z
date_updated: 2024-03-21T14:43:34Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: ' 43'
keyword:
- Attitude
- Student learning
- Higher Education Institution
- university
- student experience
language:
- iso: eng
page: 233 - 242
publication: 'Learning and individual differences : journal of psychology and education'
publication_identifier:
issn:
- 1041-6080
publisher: Elsevier
quality_controlled: '1'
status: public
title: On the assessment of attitudes towards studying—development and validation
of a questionnaire
type: journal_article
user_id: '71994'
volume: 43
year: '2015'
...
---
_id: '4477'
abstract:
- lang: eng
text: "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. \r\nTo 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:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
citation:
ama: 'Jenert T, Brahm T. How Business Students Attitudes towards their University
and Studying Develop during the First Year: A Qualitative Longitudinal Study.
In: EARLI European Association for Research on Learning and Instruction; 2013.'
apa: 'Jenert, T., & Brahm, T. (2013). How Business Students Attitudes towards
their University and Studying Develop during the First Year: A Qualitative Longitudinal
Study. Presented at the 15th Biennial EARLI Conference, München: EARLI European
Association for Research on Learning and Instruction.'
bibtex: '@inproceedings{Jenert_Brahm_2013, title={How Business Students Attitudes
towards their University and Studying Develop during the First Year: A Qualitative
Longitudinal Study}, publisher={EARLI European Association for Research on Learning
and Instruction}, author={Jenert, Tobias and Brahm, Taiga}, year={2013} }'
chicago: 'Jenert, Tobias, and Taiga Brahm. “How Business Students Attitudes towards
Their University and Studying Develop during the First Year: A Qualitative Longitudinal
Study.” EARLI European Association for Research on Learning and Instruction, 2013.'
ieee: 'T. Jenert and T. Brahm, “How Business Students Attitudes towards their University
and Studying Develop during the First Year: A Qualitative Longitudinal Study,”
presented at the 15th Biennial EARLI Conference, München, 2013.'
mla: 'Jenert, Tobias, and Taiga Brahm. How Business Students Attitudes towards
Their University and Studying Develop during the First Year: A Qualitative Longitudinal
Study. EARLI European Association for Research on Learning and Instruction,
2013.'
short: 'T. Jenert, T. Brahm, in: EARLI European Association for Research on Learning
and Instruction, 2013.'
conference:
end_date: 2013-08-31
location: München
name: 15th Biennial EARLI Conference
start_date: 2013-08-27
date_created: 2018-09-19T08:19:05Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- student attitudes
- qualitative research
- longitudinal study
- student motivation
publisher: EARLI European Association for Research on Learning and Instruction
status: public
title: 'How Business Students Attitudes towards their University and Studying Develop
during the First Year: A Qualitative Longitudinal Study'
type: conference
user_id: '51057'
year: '2013'
...
---
_id: '4481'
abstract:
- lang: ger
text: '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:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
citation:
ama: 'Jenert T, Brahm T. Die Entwicklung studien-und hochschulbezogener Einstellungen
an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie. In: Institut
für Psychologie; 2013.'
apa: 'Jenert, T., & Brahm, T. (2013). Die Entwicklung studien-und hochschulbezogener
Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie.
Presented at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen
Gesellschaft für Psychologie, Hildesheim: Institut für Psychologie.'
bibtex: '@inproceedings{Jenert_Brahm_2013, title={Die Entwicklung studien-und hochschulbezogener
Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie},
publisher={Institut für Psychologie}, author={Jenert, Tobias and Brahm, Taiga},
year={2013} }'
chicago: 'Jenert, Tobias, and Taiga Brahm. “Die Entwicklung Studien-Und Hochschulbezogener
Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie.”
Institut für Psychologie, 2013.'
ieee: 'T. Jenert and T. Brahm, “Die Entwicklung studien-und hochschulbezogener Einstellungen
an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie,” presented
at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft
für Psychologie, Hildesheim, 2013.'
mla: 'Jenert, Tobias, and Taiga Brahm. Die Entwicklung Studien-Und Hochschulbezogener
Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie.
Institut für Psychologie, 2013.'
short: 'T. Jenert, T. Brahm, in: Institut für Psychologie, 2013.'
conference:
end_date: 2013-09-25
location: Hildesheim
name: 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft
für Psychologie
start_date: 2013-09-23
date_created: 2018-09-19T08:29:59Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- student attitudes
- theory of planned behaviour
- Einstellungsentwicklung
- student motivation
publisher: Institut für Psychologie
status: public
title: 'Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität:
eine qualitative Längsschnittstudie'
type: conference
user_id: '51057'
year: '2013'
...