@article{48366, abstract = {{The proportion of freshmen enrolled in dual study programmes has steadily increased in recent years. From the perspective of potential students, these programmes are highly attractive because they combine types of learning that used to be largely separate at an institutional level: vocational and academic learning. In training-integrated dual study programmes, different institutional contexts, governance regimes, teaching styles and learning environments make bridging these two worlds of learning a challenge for both educators and learners. However, these programmes also allow leeway for didactic innovation, through the cooperation of different types of educational institutions and through new ways of using available didactic methods, and for establishing a new relationship between higher education (HE) and vocational education and training (VET). This paper positions training-integrated dual study programmes as an object of design-based research (DBR). By developing and using an extended model for the pedagogic development of HEIs, “pädagogische Hochschulentwicklung” (Brahm, Jenert, & Euler, 2016a, p. 19; Euler, 2013, p. 360), the paper systematically identifies generic educational problems in these hybrids. Based on a literature review, this paper classifies and explains the design challenges at the level of the learning environment, the study programme and the organisation. The challenges revolve mainly around the cooperation and integration of HE and VET. The paper concludes with an outlook on future DBR projects designing dual studies.}}, author = {{Mordhorst, Lisa and Gössling, Bernd}}, issn = {{2511-0667}}, journal = {{EDeR. Educational Design Research}}, keywords = {{Dual study programmes, Design challenges, Pedagogic development of HEIs, Literature review, Study programme development, DBR cycle}}, number = {{1}}, publisher = {{Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky}}, title = {{{Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions}}}, doi = {{10.15460/eder.4.1.1482}}, volume = {{4}}, year = {{2020}}, } @techreport{13146, abstract = {{Employing a sample of 492 merger and acquisition (M&A) announcements from 284 acquirers across North America and Europe between 2005 and 2018, this study analyzes the impact of M&A announcements on an acquirers abnormal CDS spread changes. We find that spreads from CDS which are written on acquirers increase by 310 bps during a symmetric five-day event window suggesting that investors expect an increase in the acquirers credit risk exposure due to M&As. Next to this baseline finding, we conduct a large variety of sensitivity analyses to gain more insight into the driving factors of the rising risk perception of CDS investors due to M&A announcements.}}, author = {{Hippert, Benjamin}}, keywords = {{credit default swaps, risk perception of CDS investors, mergers and acquisitions, event study}}, title = {{{The relationship between announcements of complete mergers and acquisitions and acquirers' abnormal CDS spread changes}}}, year = {{2019}}, } @techreport{36004, abstract = {{Employing a unique sample of 2,849 tariff imposition announcements by and against the United States (U.S.) over the period from 2018 to 2019, this study analyzes the impact of recent tariff announcements on share prices from 859 U.S. companies. We provide evidence for negative (cumulative) average abnormal stock returns due to tariff announcements during a symmetric three-day event window. We suggest that stock market investors expect adverse impacts of tariff impositions, e.g. a decrease in the companies' future cash flows and a threat of retaliation. The negative wealth effects are observed irrespective of whether the Trump administration announces safeguard tariffs to protect domestic firms or a retaliation is declared by foreign countries. Moreover, building several subsamples, we find that the adverse impact is mostly driven by announcements involving China and is associated with a variety of sector, tariff, trade and firm characteristics. }}, author = {{Wengerek, Sascha Tobias and Uhde, André}}, keywords = {{event study, international relations, protectionism, strategic trade policy, tariffs, trade conflict}}, publisher = {{Paderborn University}}, title = {{{Share price reactions to tariff imposition announcements in the Trump era – An event study of the trade conflict}}}, year = {{2019}}, } @techreport{15392, abstract = {{Employing a sample of 492 merger and acquisition (M&A) announcements from 284 acquirers across North America and Europe between 2005 and 2018, this study analyzes the impact of M&A announcements on an acquirers abnormal CDS spread changes. We nd that spreads from CDS which are written on acquirers increase by 310 bps during a symmetric ve-day event window suggesting that investors expect an increase in the acquirers credit risk exposure due to M&As. Next to this baseline nding, we conduct a large variety of sensitivity analyses to gain more insight into the driving factors of the rising risk perception of CDS investors due to M&A announcements.}}, author = {{Uhde, André and Hippert, Benjamin}}, keywords = {{credit default swaps, risk perception of CDS investors, mergers and acquisitions, event study}}, title = {{{The relationship between announcements of complete mergers and acquisitions and acquirers' abnormal CDS-Spread changes}}}, year = {{2019}}, } @article{5586, abstract = {{The need to protect resources against attackers is reflected by huge information security investments of firms worldwide. In the presence of budget constraints and a diverse set of assets to protect, organizations have to decide in which IT security measures to invest, how to evaluate those investment decisions, and how to learn from past decisions to optimize future security investment actions. While the academic literature has provided valuable insights into these issues, there is a lack of empirical contributions. To address this lack, we conduct a theory-based exploratory multiple case study. Our case study reveals that (1) firms? investments in information security are largely driven by external environmental and industry-related factors, (2) firms do not implement standardized decision processes, (3) the security process is perceived to impact the business process in a disturbing way, (4) both the implementation of evaluation processes and the application of metrics are hardly existent and (5) learning activities mainly occur at an ad-hoc basis.}}, author = {{Weishäupl, Eva and Yasasin, Emrah and Schryen, Guido}}, journal = {{Computers & Security}}, keywords = {{Information Security Investments, Multiple Case Study, Organizations, Single Loop Learning, Double Loop Learning}}, pages = {{807 -- 823}}, publisher = {{Elsevier}}, title = {{{Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning}}}, volume = {{77}}, year = {{2018}}, } @article{28348, abstract = {{This article explores the interplay between learners’ linguistic and personal objectives as well as evaluations of their achievements in study-abroad contexts, an area that has thus far remained widely unexplored given the prevalence of product-oriented, outcomes-based research. The study draws on the case of one Canadian student of German who studied abroad at a German university for one year. To adopt an emic perspective, the data gained from a learning history questionnaire, semi-structured interviews, and e-journals were analyzed and interpreted within the framework of narrative analysis. The results show not only that learners’ sojourn objectives may be complex, dynamic, and contradictory in nature but also that they need to be examined beyond their face value, as they are entangled with learners’ negotiations of desirable subject positions and attempts to integrate their sojourn experiences, successes, and frustrations in a coherent and positive life narrative.}}, author = {{Müller, Mareike}}, issn = {{0008-4506}}, journal = {{The Canadian Modern Language Review}}, keywords = {{individual differences, learner beliefs, narrative analysis, sojourn objectives and evaluations, study abroad}}, number = {{1}}, pages = {{24--47}}, title = {{{“As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations and self-perceived achievements}}}, doi = {{10.3138/cmlr.3319}}, volume = {{73}}, year = {{2017}}, } @article{28354, abstract = {{This paper discusses the findings of an empirical study that explores the relationship between study-abroad experiences, learner identity, and pronunciation. We argue that the role of pronunciation as a personal domain of meaning-making warrants more attention than it has hitherto received. To this end, we investigate the narratives of Canadian learners, studying abroad in Germany, in relation to discourses of language learning, culture, and identity, using a Critical Discourse Analysis approach. Our data, which we gained from semi-structured interviews and e-journals, shows that learners’ perceptions of pronunciation are closely linked to their views of the native-speaker ideal, impacting their self-constructions and interpretations of learning experience. In conclusion, we argue for a more differentiated understanding of pronunciation and its implications for language teaching and study abroad.}}, author = {{Müller, Mareike and Schmenk, Barbara}}, issn = {{0802-6106}}, journal = {{International Journal of Applied Linguistics}}, keywords = {{learner identity, study abroad, pronunciation, native-speaker ideal, critical discourse analysis}}, number = {{1}}, pages = {{132--151}}, title = {{{Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts}}}, doi = {{10.1111/ijal.12109}}, volume = {{27}}, year = {{2017}}, } @article{28355, abstract = {{This article investigates learners’ perceptions on pronunciation learning in study-abroad contexts from a qualitative perspective. While previous research focused mainly on quantitative measurements of pronunciation gains with mixed results, this study takes a more learner-centered approach and examines the impact of socio-psychological factors on learning foreign pronunciation, which appears to be a highly individual and at times conflict-prone process with which sojourners are confronted. The study draws on the cases of five Canadian students who studied abroad at German universities for one or two semesters. The data collection involved a learning history questionnaire; semi-structured interviews pre-, mid-, and post-sojourn; and bi-weekly e-journals. The data was analyzed and interpreted within the framework of narrative analysis. The results show how sojourners’ beliefs about the importance of pronunciation, community participation, identity-related challenges, and obstacles to pronunciation learning influence and help explain individually different learning behaviors and results.}}, author = {{Müller, Mareike}}, issn = {{2215-1931}}, journal = {{Journal of Second Language Pronunciation}}, keywords = {{pronunciation learning, study abroad, qualitative approach, narrative analysis, learner beliefs, socio-psychological learning factors}}, number = {{1}}, pages = {{108--142}}, title = {{{Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad}}}, doi = {{10.1075/jslp.2.1.05mul}}, volume = {{2}}, year = {{2016}}, } @article{4421, abstract = {{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.}}, author = {{Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}}, issn = {{0018-1560}}, journal = {{Higher Education}}, keywords = {{Transition to higher education, Motivation, Longitudinal study, Socio-cultural factors, Latent change model, Switzerland}}, number = {{3}}, pages = {{459--478}}, publisher = {{Springer Nature}}, title = {{{The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School}}}, doi = {{10.1007/s10734-016-0095-8}}, volume = {{73}}, year = {{2016}}, } @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}}, } @inbook{30993, abstract = {{Kollegiale Kooperation im Lehrerberuf ist ‒ je nach Perspektive ‒ eine Selbstver- ständlichkeit oder ein beklagenswert seltenes Ereignis. Die Frage danach, wie, wann und auf welche Weise Lehrkräfte miteinander kooperieren sollten, um das Ziel qua- litativ hochwertigen Unterrichts zu erreichen, ist jedoch weder theoretisch noch empirisch hinreichend geklärt. Dieser Umstand macht die kollegiale Kooperation zu einer bedeutsamen Herausforderung der Schulentwicklung und es lohnt sich, Wesen und Wert der Lehrerkooperation sowie die mit ihr verbundenen Wünsche und Hoffnungen näher in den Blick zu nehmen. Zwar agieren Lehrerinnen und Lehrer innerhalb des „Kooperationssystems Schule“, in welchem alle Beteiligten auf ein gemeinsames Ziel – die Ausbildung der Schülerinnen und Schüler – hinarbei- ten (siehe Abschnitt 1), Einzelvergleiche zwischen unterschiedlichen Schulen zeigen jedoch deutlich auf, dass die Potenziale unterrichtsbezogener Zusammenarbeit häu- fig nicht ausgeschöpft werden. Beispielhaft skizziert dieses Kapitel daher die kolle- giale Kooperation als wichtigstes Element sogenannter „Problemlöseschulen“ und stellt ein Prozess- und Ertragsmodell zur unterrichtsbezogenen Lehrerkooperation vor (Abschnitte 2 & 3). Es folgt eine umfangreiche Auseinandersetzung mit Formen und Systematiken zur Rahmung und Messung gemeinschaftlicher Entwicklungspro- zesse (Abschnitt 4), wobei das zuvor entfaltete Kooperationsmodell einen gemein- samen Bezugspunkt bildet. In den Bei-trag eingeflochten sind ausgewählte Ge- und Misslingensbedingungen der kollegialen Kooperation im Lehrerberuf, deren Kennt- nis die KMK-Standards zur Lehrerbildung explizit einfordern.}}, author = {{Kullmann, Harry}}, booktitle = {{Beruf Lehrer/Lehrerin. Ein Studienbuch}}, editor = {{Rothland, Martin}}, isbn = {{978-3-8252-8680-4}}, keywords = {{Kooperation, Problemlöseschule, Prozess- und Ertragsmodell zur Lehrerkooperation, Unterrichtsstudie/Lesson Study, Professionelle Lerngemeinschaft, Community of Practice, Modellierung von Intensität und Wertigkeit der Kooperation}}, pages = {{333–349}}, publisher = {{Waxmann}}, title = {{{Kollegiale Kooperation im Lehrerberuf}}}, year = {{2016}}, } @inproceedings{4470, abstract = {{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. Abstract Text: Professionalization of program development as an institutional responsibility In 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? Our 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. Framework 1: Competencies for program managers The experiences with a training program for study program managers at the Zurich University for Teacher Education are reported. Over a period of four years, a competency profile has been developed and refined. Insights into the challenges and struggles of this role were gained. Despite diverse job characteristics of program managers (often resulting from an institution-specific history), there is a common set of competencies necessary to successfully cope with organizational complexity such as role competency (Schein, 1992) and lateral leadership (Kühl et al., 2005). Framework 2: Towards a systematic development of study programs The second initiative concerns the strategic approach to program development implemented at the University of St. Gallen (Brahm & Jenert, 2013; Jenert, 2011). In this structured process, the program goes through four process steps: process initiation, program analysis, program development, evaluation of the process and results. A major challenge in this process is the role of program professionals. The goal is to establish them as change agents for a didactically-aligned study program. Outcome: Role of educational development After briefly introducing the two examples, the roles of program professionals and educational development in HEI will be discussed. The questions guiding the discussion will be: • How can program development be established as a continuing task, closely tied to quality development? • How can the competencies of program professionals be developed and the local capacity and ownership be strengthened? • How can educational development support program development and provide vital impulses? Audience Engagement. Depending on the number of participants, first the questions will be discussed in groups. To put the results of the discussion on record, it will be summarized and uploaded in our weblog for further discussion after the session.}}, author = {{Brahm, Taiga and Zellweger, Franziska and Jenert, Tobias and Thomann, Geri}}, keywords = {{curriculum development, study programs, Bologna, educational development, higher education}}, location = {{Stockholm}}, title = {{{Developing study programs as a continuous task-the role of educational developers}}}, year = {{2014}}, } @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}}, } @inproceedings{35684, abstract = {{In research, pedagogical content knowledge (PCK) is considered as an important aspect of teachers’ professional competence. However, there is no standardized definition concerning the internal structure of this concept, especially in science subjects such as physics. Therefore, results of different empirical studies measuring PCK are difficult to compare. Moreover, there is no study that can report on correlations between various aspects of PCK. Against this background, different conceptualizations and theoretical considerations of PCK have been consulted and compared. Based on these analyses, a comprehensive model of prospective physics teachers’ PCK and a related test instrument (in the form of a pen-and-paper test) have been developed. Its purpose is to enlighten the correlations between certain aspects of PCK as well as between PCK and other areas of knowledge (e.g. content knowledge). To validate the test instrument and the underlying PCK model, a think aloud study with 15 probands was conducted. We focused on the knowledge areas that the probands referred to while answering the items. With these data, indications of the validity of the underlying model could be identified. Furthermore, the test instrument was piloted with a sample of 216 prospective physics teachers. }}, author = {{Gramzow, Yvonne and Riese, Josef and Reinhold, Peter}}, booktitle = {{E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13}}, editor = {{Constantinou, Costas P. and Papadouris, Nikos and Hadjigeorgiou, Angela}}, keywords = {{PCK, teacher education, physics, think aloud study}}, pages = {{20--27}}, title = {{{ Prospective physics teachers' pedagogical content knowledge. Validating a test instrument by using a think aloud study}}}, year = {{2014}}, } @article{28353, abstract = {{This article aims to reconceptualize pronunciation teaching and learning according to the tenets of the 2007 MLA Report and its call for translingual/transcultural competence. The critical discussion of current teaching and research practices shows that the realm of pronunciation has benefitted little from debates on intercultural language learning. In order to link the teaching of pronunciation with learner needs in intercultural encounters, this article develops the concept of pronunciation‐as‐language. The theoretical exploration of this concept is supported by a narrative analysis of study-abroad learners’ accounts, contrasting learners’ perceptions of teaching practices with the complex role pronunciation plays in second language‐mediated interactions. The results underline the importance of pedagogical approaches that encourage the critical reflection on and creative use of pronunciation beyond structural elements and native‐speaker norms.}}, author = {{Müller, Mareike}}, issn = {{0015-718X}}, journal = {{Foreign Language Annals}}, keywords = {{critical language awareness, native‐speaker ideal, pronunciation, study abroad, translingual and transcultural competence}}, number = {{2}}, pages = {{213--229}}, title = {{{Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom}}}, doi = {{10.1111/flan.12024}}, volume = {{46}}, year = {{2013}}, } @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{13323, abstract = {{The interoperability of web archives and digital libraries is crucial to avoid silos of preserved data and content. While various researches focus on specfic facets of the challenge to interoperate, there is a lack of empirical work about the overall situation of actual challenges. We conduct a Delphi study to survey and reveal the insights of experts in the field. Results of our study are presented in this paper to enhance further research and development efforts for interoperability.}}, author = {{Kalb, Hendrik and Lazaridou, Paraskevi and Pinsent, Edward and Trier, Matthias}}, booktitle = {{Proceedings of the 10th International Conference on Preservation of Digital Objects}}, isbn = {{9789725654934}}, keywords = {{Interoperability, Web Archives, Digital Libraries, Delphi Study}}, pages = {{19--28}}, publisher = {{Biblioteca Nacional de Portugal}}, title = {{{Interoperability of Web Archives and Digital Libraries: A Delphi Study}}}, year = {{2013}}, } @article{4397, abstract = {{Employing four event dates of the U.S. “Troubled Asset Relief Program” (TARP) this paper empirically investigates the impact of the first announcement of TARP (September 19, 2008), the announcement of revised TARP (October 14, 2008), respective capital infusions under TARP-CPP and capital repayments on changes in shareholder value and risk exposure of 125 supported U.S. banks as perceived by the capital market through share price reactions for an entire sample period from September 19, 2008 to June 16, 2010. Our analysis reveals a light and a dark side of TARP. While announcements as well as capital repayments may restore market confidence and financial stability, equity capital injections to banks are observed to be a severe impediment to an increase in bank shareholder value and financial soundness. }}, author = {{Farruggio, Christian and Michalak, Tobias C. and Uhde, André}}, journal = {{Journal of Banking and Finance}}, keywords = {{Financial crisis, TARP, Market efficiency, Event study}}, number = {{5}}, pages = {{2586--2604}}, title = {{{The light and dark side of TARP}}}, doi = {{10.1016/j.jbankfin.2013.02.020}}, volume = {{32}}, year = {{2013}}, } @phdthesis{4443, abstract = {{ Mit 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. Diejenigen, 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. Es 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.}}, author = {{Jenert, Tobias}}, keywords = {{Studierverhalten, Hochschuldidaktik, Lernpsychologie, Kulturpsychologie, Bologna-Prozess, Curriculumentwicklung, Hochschulbildung, Study programme, Bologna-process, educational development, cultural psychology, higher education, curriculum development}}, publisher = {{Universität St. Gallen}}, title = {{{Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse}}}, year = {{2012}}, } @article{4403, abstract = {{Using a unique cross‐sectional dataset of 381 cash and synthetic securitizations issued by 53 banks from the EU‐15 plus Switzerland between 1997 and 2007, this paper provides empirical evidence for time‐dependent negative wealth effects of credit risk securitization announcements in European banking. Baseline results hold when comparing estimated wealth effects with a control group of similar but non‐securitizing banks for the relevant time period. Moreover, building several sub samples we find that the nexus between credit risk securitization, the issuing banks’ overall risk exposure and wealth effects is associated with a variety of transaction‐ and bank‐specific factors. }}, author = {{Farruggio, Christian and Michalak, Tobias C. and Uhde, André}}, journal = {{Journal of Business Finance and Accounting}}, keywords = {{wealth effects, credit risk securitization, Europe, event study}}, number = {{1&2}}, pages = {{193--228}}, title = {{{Wealth effects of credit risk securitization in European Banking}}}, doi = {{https://doi.org/10.1111/j.1468-5957.2012.02273.x}}, volume = {{39}}, year = {{2012}}, }