@article{59915,
  abstract     = {{In our daily lives, we often come across ideas and approaches that are intended to support and enhance our well-being, with the aim of achieving positive results, such as resilience and health, if implemented effectively. This trend can be understood as part of the long history of disciplining and normalizing the body in Western societies. Functioning, keeping up, and being resilient in our fast-paced society now appear to be the social norm. This status quo creates a link to physical education (PE) as a body-related school subject, where the focus is on the body and its performance. Several recent studies have explored the experiences of people with visual impairment (VI) in PE. For young people with blindness and visual impairment (BVI), sports and physical activity (PA) are deemed beneficial as they promote physical and mental health while increasing well-being and life satisfaction. These factors—well-being and life satisfaction—are closely intertwined with the concept of resilience. However, resilience cannot be conceived without acknowledging vulnerability, which people embody to different degrees. Vulnerability represents a human condition, as all people are potentially vulnerable. What can this concept mean for adolescents who are assigned to a so-called vulnerable group? By adopting a critical perspective of Ableism within the context of Disability Studies, we reclassified societal attributions of abilities. This article focuses on a semi-narrative guided interview conducted with a 15-year-old teenager with BVI who had recently transitioned from inclusive mainstream schools to a state-approved special school for the visually impaired. Thus, she has had diverse experiences in both segregated and inclusive educational settings. This study highlights the extent to which empowering personal and non-personal factors are perceived as such and examines their interaction with participation in sports contexts. The findings critically reflect on the teachers' role in either enabling or hindering participation in PE, emphasizing the need for inclusion-sensitive approaches in teacher education.}},
  author       = {{Bödicker, Anne and Elisath, Sandra}},
  issn         = {{2624-9367}},
  journal      = {{Frontiers in Sports and Active Living}},
  keywords     = {{inclusion, narrative interview, sports, teacher-education, vulnerability}},
  title        = {{{"I have a personal claim to myself": a visually impaired student’s perspective on her participation in physical activity and physical education settings}}},
  doi          = {{10.3389/fspor.2025.1585254}},
  volume       = {{Volume 7 - 2025}},
  year         = {{2025}},
}

@inproceedings{45812,
  author       = {{Özcan, Leon and Fichtler, Timm and Kasten, Benjamin and Koldewey, Christian and Dumitrescu, Roman}},
  keywords     = {{Digital Platform, Platform Strategy, Strategic Management, Platform Life Cycle, Interview Study, Business Model, Business-to-Business, Two-sided Market, Multi-sided Market}},
  location     = {{Ljubljana}},
  title        = {{{Interview Study on Strategy Options for Platform Operation in B2B Markets}}},
  year         = {{2023}},
}

@article{15493,
  author       = {{Hagengruber, Ruth Edith}},
  issn         = {{0930-6633}},
  journal      = {{Konsens}},
  keywords     = {{Interview, Europe, Women, Diversity}},
  pages        = {{43--44}},
  publisher    = {{Deutscher Akademikerinnenbund}},
  title        = {{{Frauen aus der Mitte Deutschlands}}},
  year         = {{2019}},
}

@inbook{57889,
  abstract     = {{During the past decade, there has been an increase of pedagogical research under conditions of posthuman theories, such as the Actor Network Theory or post-phenomenology. Yet, there has not been much research on the materiality of music pedagogical practices. This article introduces an ongoing grounded-theory study on the role of things (e.g., music instruments, black board, or digital devices) within the music classroom. Results from the analysis of group discussions and interviews with student teachers show tensions between personal preferences, school conventions, and material conventions within the process of introducing things into the classroom. (DIPF/Orig.)}},
  author       = {{Godau, Marc}},
  booktitle    = {{Soziale Aspekte des Musiklernens}},
  editor       = {{Clausen, Bernd and Dreßler, Susanne}},
  keywords     = {{Interview, Lehrer, Musical education, Musikpädagogik, Musikunterricht, Teacher, Music lessons, Qualitative Forschung, Qualitative research, Teaching of music, Object, Objekt, Ding, Handlung, Practice, Praxis, Probationary teacher training, Referendariat}},
  pages        = {{43–55}},
  publisher    = {{Waxmann}},
  title        = {{{Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte}}},
  year         = {{2018}},
}

@inbook{50415,
  author       = {{Riedl, Lars and Giesselmann, Marco}},
  booktitle    = {{Sozialwissenschaftliche Perspektiven der Fußballfanforschung}},
  editor       = {{Grau, Andreas and von der Heyde, Judith and Kotthaus, Jochem and Schmidt, Holger and Winands, Martin}},
  keywords     = {{Befragung, Demokratie, Entscheidung, Entscheidungsprozess, Fan, Fußballspiel, Gruppe, soziale, Internet, Interview, Kommunikation, Organisationssoziologie, Sozialwissenschaft, Sportsoziologie, Sportverein, Untersuchung, empirische Vereinsführung}},
  pages        = {{157--175}},
  publisher    = {{Beltz Juventa}},
  title        = {{{Fans: Entscheider oder Supporter? Eine organisationssoziologische Analyse zur Mitbestimmung in Fußballclubs}}},
  year         = {{2017}},
}

@article{4951,
  abstract     = {{Despite the rapid growth and potential of technology-based services, managers' greatest challenges are gaining customer acceptance and increasing usage of these new innovative services. In the B2C field, studies of self-service technology show that perceived risk is an important factor influencing the use of service technology. Though prior research explores different risk types that emerge in consumer settings, risk perception in the B2B setting lacks a detailed examination of different risk types influencing technology-based service adoption. Data from 49 qualitative interviews with providers and customers in two different B2B industries inform this study. The findings emphasize the importance of functional and financial risks in a B2B context and show that business customers' personal and psychological fears hinder their use of technology-based services. Results highlight differences in risk perception and evaluation between customers and providers.}},
  author       = {{Paluch, Stefanie and Wünderlich, Nancy}},
  journal      = {{Journal of business Research}},
  keywords     = {{Risk perception, Technology-based service innovations, Business-to-business context, Interview study, Risk categories, Smart service}},
  number       = {{7}},
  pages        = {{2424----2431}},
  publisher    = {{Elsevier}},
  title        = {{{Contrasting Risk Perceptions of Technology-Based Service Innovations in Inter-Organizational Settings.}}},
  volume       = {{69}},
  year         = {{2016}},
}

@inproceedings{4474,
  abstract     = {{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.}},
  author       = {{Brahm, Taiga and Jenert, Tobias}},
  keywords     = {{motivation, business school, higher education, latent growth curve model, longitudinal study, mixed methods, interview, students}},
  location     = {{Leuven}},
  title        = {{{The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study}}},
  year         = {{2014}},
}

@article{15539,
  author       = {{Hagengruber, Ruth Edith}},
  journal      = {{Konsens 1+2 (2009)}},
  keywords     = {{Interview, Martha Nussbaum}},
  pages        = {{6--8}},
  title        = {{{Interview mit Martha Nussbaum}}},
  year         = {{2009}},
}