@article{53854, abstract = {{The phenomenon of stars and celebrities in media cultures – and especially in popular music cultures – seems to be omnipresent. At the same time, there is an astounding lack of analysis and research on these media personalities and personas, and international celebrity studies only recently a developing new field. Similarly, these kinds of observations are still very rare especially in German sociology as well as communication, media, culture and popular music studies. In this article, I therefore want to concentrate on the foundations of studying stars and celebrities within the attention economies by undertaking a theoretical transmedia-cultural framing of media personas and suggesting a typology. This ensuing typology of stars, anti-stars, and anti-star stars – especially within popular music cultures – demonstrates how stars and celebrities and their quantities and qualities of success and peer-group specific values coming form programs of (media and music) culture can serve as persona-seismographs of socio-cultural change between tradition and innovation}}, author = {{Jacke, Christoph}}, issn = {{ISSN 2205-5258}}, journal = {{Persona Studies}}, keywords = {{Stars, Celebrities, Popular Music, Transmedia Culture, Personas}}, number = {{1}}, pages = {{56--73}}, publisher = {{OJS/PKP}}, title = {{{Stars, Anti-Stars, Anti-Star-Stars. Transmedia Texts and Contexts of Popular Music and Media. Some Theoretical Assumptions.}}}, volume = {{10}}, year = {{2024}}, } @inproceedings{55660, author = {{Jacke, Christoph}}, keywords = {{Popmusic, culture, politics, Förderung, Forschung}}, location = {{Cologne}}, title = {{{"Heute Disco, morgen Umsturz, übermorgen Landpartie" - Kurze Anmerkungen zu Pop-Gipfeln.}}}, year = {{2024}}, } @article{46448, abstract = {{We live in times of deep crisis. General crises of society often are accompanied by ideological struggles. Given this context, it is important that social theory reinvigorates the analysis of ideology. For doing so, it makes sense to engage with classical theories of ideology. This paper contributes to this task. It asks: How are the economic and the non-economic related? What is ideology? This article deals with the base/superstructure problem and the problem of ideology via an engagement with selected aspects of Stuart Hall’s, Georg Lukács’s and Raymond Williams’s works. The commonality of Hall’s, Lukács’s and Williams’s thoughts that makes a joint engagement with their works feasible is that they all three dealt with aspects of culture from a critical theory perspective and are in one way or another representatives of Cultural Marxism. While Lukács’s works and Cultural Studies are often presented as conflicting approaches, this paper shows that concerning the question of how the economic and the non-economic are related and how we can think of ideology, the approaches of Lukács, Williams, and Hall complement each other, which allows critical theories of culture to draw on all three approaches and to combine elements from them in a synergistic manner. There are parallels between Williams’, Hall’s, and Lukács’s solutions to the base/superstructure problem. Williams argues that the economic exerts pressures on and sets limits to the non-economic. Hall writes that the economic determines the non-economic in the first instance. Lukács argues that the economic circumscribes subjectivity and the non-economic.}}, author = {{Fuchs, Christian}}, journal = {{The Communication Review.}}, keywords = {{base and superstructure, culture, economy and culture, Georg Lukács, ideology, Raymond Williams, Stuart Hall}}, title = {{{The Problems of Base/Superstructure and Ideology in the Works of Stuart Hall, Georg Lukács, and Raymond Williams}}}, doi = {{10.1080/10714421.2023.2242068 }}, year = {{2023}}, } @inproceedings{30192, author = {{Arslan, Kader and Trier, Matthias}}, booktitle = {{Proceedings of the 32nd Australasian Conference on Information Systems (ACIS 2021)}}, keywords = {{Social media platform affordances, Use culture, Facebook, Instagram, Twitter}}, location = {{Sydney, Australia}}, title = {{{Towards a Differentiation Perspective on Social Media Platforms’ Affordances and Use Cultures – An organizing Literature Review}}}, year = {{2021}}, } @inproceedings{30190, author = {{Arslan, Kader}}, booktitle = {{Proceedings of the 29th European Conference on Information Systems (ECIS 2021)}}, keywords = {{Social media management, Social media, Literature review, Affordances, User behavior, Use culture}}, location = {{Marrakesh, Marocco}}, title = {{{A Review on Social Media Channel Choice Determinants in Organizations}}}, year = {{2021}}, } @article{4682, author = {{Schmiedel, T. and Müller, Oliver and vom Brocke, J.}}, journal = {{Organizational Research Methods}}, keywords = {{online reviews, organizational culture, structural topic model, topic modeling, tutorial}}, pages = {{941----968 }}, title = {{{Topic Modeling as a Strategy of Inquiry in Organizational Research: A Tutorial With an Application Example on Organizational Culture}}}, doi = {{https://doi.org/10.1177/1094428118773858}}, year = {{2019}}, } @article{28986, abstract = {{With the present exploration, we aimed to answer the question whether distinct disciplinary cultures are present at today’s universities. To this purpose, we conducted 16 interviews with scholars from different disciplines. Qualitative analysis shows that disciplinary cultures in a narrow, epistemological sense (including forms of knowledge and work as well as organisation of teaching and learning) are perceived as distinct aspects of higher education and deemed important. Disciplinary cultures in a broader sense related to lifestyle and habitus, however, were hardly reported and not perceived as characteristic. Questions of social selectivity or inequality within universities were rarely touched in the interviews. Own cultures are typically described as rather heterogeneous, which is not the case for other cultures. Handling of possible cultures as well as differences by the interviewees turned out to be very cautious, at the same time restrained and respectful. Even where differences are observed or different values are revealed, there is little evidence of disputes. Consequences of these findings for research into disciplinary cultures and higher education are discussed.}}, author = {{Scharlau, Ingrid and Huber, Ludwig}}, journal = {{die hochschullehre}}, keywords = {{disciplinary culture, habitus, distinctions}}, title = {{{Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.}}}, volume = {{5}}, year = {{2019}}, } @inbook{3593, author = {{Harteis, Christian and Fischer, Christoph}}, booktitle = {{Handbuch Gestaltung digitaler und vernetzter Arbeitswelten}}, editor = {{Maier, Günter W. and Engels, Gregor and Steffen, Eckhard}}, isbn = {{978-3-662-52903-4}}, keywords = {{i40, learning culture}}, pages = {{1----18}}, publisher = {{Springer}}, title = {{{Wissensmanagement unter Bedingungen von Arbeit 4.0}}}, year = {{2018}}, } @inbook{3594, author = {{Fischer, Christoph and Goller, Michael and Brinkmann, Lorraine and Harteis, Christian}}, booktitle = {{Digital Workplace Learning}}, editor = {{Ifenthaler, Dirk}}, isbn = {{978-3-319-46214-1 978-3-319-46215-8}}, keywords = {{i40, learning culture}}, pages = {{227----249}}, publisher = {{Springer}}, title = {{{Digitalisation of Work: Between Affordances and Constraints for Learning at Work}}}, year = {{2018}}, } @inbook{3592, author = {{Fischer, Christoph and Harteis, Christian}}, booktitle = {{Informelles Lernen, Annäherungen - Problemlagen - Forschungsbefunde}}, editor = {{Niedermair, Gerhard}}, isbn = {{978-3-99033-403-4}}, keywords = {{Epistemische Überzeugungen, learning culture}}, pages = {{107----123}}, publisher = {{Trauner}}, title = {{{Die Bedeutung subjektiver Sichtweisen für die Implementierung betrieblicher Lernkultur}}}, year = {{2015}}, } @article{4424, abstract = {{In recent years, the design of study programmes in Higher Education (HE) has been given considerable attention by HE practitioners and researchers. Today, a sound body of concepts and experiences on different realisations of Bologna-conforming study programmes is available. The same, however, does not hold true for questions concerning the processes of implementing and further developing programmes. This paper investigates the challenges related with implementation, particularly at universities. A first aim is to understand the specifics of academic culture and their significance for programme implementation and development. Elaborating on this analysis, a second aim is to outline the role of educational developers in this process, as well as the necessary competencies to perform such a role.}}, author = {{Jenert, Tobias}}, journal = {{Zeitschrift für Hochschulentwicklung}}, keywords = {{Programmentwicklung, Studienprogramme, program development, educational development, academic culture, disciplinary culture}}, number = {{2}}, pages = {{1--12}}, publisher = {{Forum Neue Medien in der Lehre Austria}}, title = {{{Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture}}}, volume = {{9}}, year = {{2014}}, } @article{5717, abstract = {{Although professional service providers increasingly deliver their services globally, little is known about cross-cultural differences in customers’ motivation to participate in service production. To address this lacuna, we survey a total of 2,284 banking customers in 11 countries on their motivation to provide personal information to, and follow the advice of, their service providers. We find differences in both aspects, but only the differences in providing personal information can be explained by the cultural values of uncertainty avoidance, individualism/collectivism, and masculinity/femininity. To perform certain tasks in the service process, global professional service providers should acknowledge cultural differences in customers’ motivations.}}, author = {{Schumann, Jan H and Wünderlich, Nancy and Zimmer, Marcus S}}, journal = {{Schmalenbach Business Review}}, keywords = {{Co-Production, Culture, Customer Participation, Professional Services}}, number = {{2}}, pages = {{141--165}}, publisher = {{Springer}}, title = {{{Culture’s Impact on Customer Motivation to Engage in Professional Service Enactments.}}}, volume = {{64}}, year = {{2012}}, } @inproceedings{4486, author = {{Gebhardt, Anja and Jenert, Tobias}}, keywords = {{learning culture, social interaction}}, location = {{Belgrad, Serbien }}, title = {{{How to Assess and Study the Cultural Dimension of Social Interactions in Higher Education Institutions (HEI)}}}, year = {{2012}}, } @techreport{4448, abstract = {{"Lernkultur" wird als Begriff häufig gebraucht und fast ebenso häufig definiert  das gilt für den betrieblichen Kontext ebenso wie für die Bereiche der Schul-, Hochschul-, Berufs- und Erwachsenenbildung (z. B. Wulf, Althans, Blaschke, Ferrin, Göhlich, Jörissen, Mattig et al., 2007; Jenert, Zellweger Moser, Dommen & Gebhardt, 2009; Kirchhöfer, 2004; Erpenbeck & Sauer, 2000). Trotz der grossen Aufmerksamkeit, die der Begriff in den letzten zwei Jahrzehnten erfahren hat, kann man nicht von einem in sich geschlossenen Forschungsprogramm sprechen. Die Zugänge zum Phänomenbereich Lernkultur sind ebenso vielfältig wie die hinter einzelnen Ansätzen stehenden Lernkulturkonstrukte. Den Autoren ist keine Publikation bekannt, welche unterschiedliche Ansätze der Lernkulturforschung systematisch aufarbeitet. Eine wichtige Referenzquelle ist der Bericht von Kuh und Whitt (1988) "The Invisible Tapestry: Culture in American Colleges and Universities". Ausgehend von einer fundierten Übersicht zu unterschiedlichen Zugängen zum Kulturbegriff (oft in starker Anlehnung an die Organisationskulturforschung (vgl. Allaire & Firsirotu, 1984)) stellen die Autoren ein Rahmenmodell zur Analyse von Hochschulkulturen vor (Kuh und Whitt, 1988, S. 56). Diese Arbeit erweist sich für ein besseres Verständnis unter-schiedlicher Zugänge zum Lernkulturbegriff als aufschlussreich, weil im Kontext Hoch-schule zwangsweise viele Aspekte des Lernens und Lehrens angesprochen werden. Allerdings fokussiert auch dieser Bericht nicht das Konstrukt der Lernkultur und bietet damit nur einen Ausgangspunkt für die Identifizierung unterschiedlicher Zugänge.}}, author = {{Jenert, Tobias and Gebhardt, Anja}}, keywords = {{Lernkultur, learning culture, culture theory, approaches to learning culture, culture of learning}}, title = {{{Zugänge zum Begriff der Lernkultur: Eine Systematisierung auf Basis kultur-und lerntheoretischer Überlegungen}}}, year = {{2010}}, } @inproceedings{4493, author = {{Jenert, Tobias and Gebhardt, Anja}}, keywords = {{earning culture, Lernkultur, whole-institution approach, higher education, Hochschule}}, location = {{Kirkkonummi, Helsinki, Finnland}}, title = {{{Learning Cultures at Higher Education Institutions: Outlining a wohle-institution approach to teaching and learning}}}, year = {{2010}}, } @techreport{4450, author = {{Jenert, Tobias and Zellweger, Franziska and Dommen, Jenny and Gebhardt, Anja}}, keywords = {{Lernkultur, Hochschule, HEI, learning culture, higher education, teaching and learning, Hochschullehre}}, title = {{{Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller, pädagogischer und organisationaler Perspektive}}}, year = {{2009}}, }