@inproceedings{4485,
  abstract     = {{Research on teaching and learning in higher education has first and foremost centered on individuals, i.e. students' and teachers' approaches to learning and teaching as well as methods (Entwistle, McCune, & Scheja, 2006; Entwistle & Peterson, 2004). As a consequence, concepts on how to improve and innovate education at higher education institutions (HEI) have stayed on the level of individual courses, trying to qualify teachers to implement new teaching and learning methods in their classrooms (Aineley, 2008, S. 619). Yet, there are both theoretical as well as practical reasons that argue for a broader perspective on learning processes and, as a consequence, reach beyond the course-level but focus on entire educational programmes instead: First, over the last thirty years or so, learning theories are increasingly stressing the importance of (a) social-material contexts (McInerney & van Etten, 2002) as well as (b) learners' subjective experiences. This suggests that a course of study be not regarded as a mere addition of more or less independent courses, but rather as a holistic learning experience. This includes the sum total of a student's educationally purposeful social-material interactions at a HEI both within and outside the classroom (cf. Hu & Kuh, 2002). A second, more practical reason why educational researchers and designers should take a closer look on the design of educational programmes lies in the Bologna process: The introduction of the European Credit Transfer System as well as the tow-tiered study structure force HEI to systematically craft their programmes' internal structure. Due to the fact that there are virtually no pedagogical concepts concerning the design of study programmes, these design processes have so far been dominated by administrative considerations, largely neglecting students' experiences within the programme structures (Winter, 2009; Hildbrand, Tremp, Jäger & Tückmantel, 2008). Thus, it can be concluded that there is a lack of knowledge on how distinctive design features of study programmes (1) are perceived by students and (2) impact on their action strategies concerning for example the selection of learning activities, the attribution of resources for learning, and social interactions with their peers.}},
  author       = {{Jenert, Tobias}},
  keywords     = {{educational development, study programmes, approaches to studying}},
  location     = {{Exeter}},
  publisher    = {{European Association for Research on Learning and Instruction}},
  title        = {{{Developing a learning centered model for designing and managing study programmes}}},
  year         = {{2011}},
}

@article{5644,
  abstract     = {{The economic relevance of information systems has been studied for many years and has attracted an abundance of research papers. However, the ?productivity paradoxon? of the 90s, Carr?s widely recognized paper ?IT doesn?t matter?, and several studies that do not find a positive correlation between IS investments and economic performance reveal long-lasting difficulties for IS researchers to explain ?IS business value?. Business executives and researchers also continue to question the value of IS investments. This raises the question of whether literature reviews have tapped their potential to address the concerns by covering key research areas of IS business value and preserving their key findings. In order to address this question, this paper identifies and describes 12 key research areas, and synthesizes what literature reviews published in pertinent academic outlets have done to preserve knowledge. The analysis of 22 literature reviews shows that some crucial areas have not been (sufficiently) covered. They provide fertile areas for future literature reviews. As this work is based on the results of more than 200 research papers, it is capable of drawing a comprehensive picture of the current state-of-the-art in IS business value research.}},
  author       = {{Schryen, Guido}},
  journal      = {{Business \& Information Systems Engineering (BISE)}},
  keywords     = {{Business value, Information systems, Literature review, Meta review}},
  number       = {{4}},
  pages        = {{225--237}},
  publisher    = {{Springer}},
  title        = {{{Preserving knowledge on IS business value: what literature reviews have done}}},
  volume       = {{52}},
  year         = {{2010}},
}

@article{4404,
  abstract     = {{Using a unique dataset of 592 cash and synthetic securitizations issued by 54 banks from the EU-15 plus Switzerland over the period from 1997 to 2007 this paper provides empirical evidence that credit risk securitization has a positive impact on the increase of European banks’ systematic risk. Baseline results hold when comparing estimated beta coefficients with a control group of similar non-securitizing banks. Building several sub-samples we additionally find that (a) the increase in systematic risk is more relevant for larger banks that repeatedly engage in securitization, (b) securitization is more important for small and medium financial institutions, (c) banks have a higher incentive to retain the larger part of credit risk as a quality signal at the beginning of the securitization business in Europe, and (d) the overall risk-shifting effect due to securitization is more distinct when the pre-event systematic risk is low.}},
  author       = {{Uhde, André and Michalak, Tobias C.}},
  journal      = {{Journal of Banking & Finance}},
  keywords     = {{Credit risk transfer, Securitization, Systematic risk, Event study}},
  number       = {{12}},
  pages        = {{3061--3077}},
  title        = {{{Securitization and systematic risk in European banking: Empirical evidence}}},
  doi          = {{https://doi.org/10.1016/j.jbankfin.2010.07.012}},
  volume       = {{34}},
  year         = {{2010}},
}