[{"citation":{"ama":"Mordhorst L, Gössling B. Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions. EDeR Educational Design Research. 2020;4(1). doi:10.15460/eder.4.1.1482","bibtex":"@article{Mordhorst_Gössling_2020, title={Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions}, volume={4}, DOI={10.15460/eder.4.1.1482}, number={124}, journal={EDeR. Educational Design Research}, publisher={Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky}, author={Mordhorst, Lisa and Gössling, Bernd}, year={2020} }","mla":"Mordhorst, Lisa, and Bernd Gössling. “Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions.” EDeR. Educational Design Research, vol. 4, no. 1, 24, Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky, 2020, doi:10.15460/eder.4.1.1482.","chicago":"Mordhorst, Lisa, and Bernd Gössling. “Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions.” EDeR. Educational Design Research 4, no. 1 (2020). https://doi.org/10.15460/eder.4.1.1482.","short":"L. Mordhorst, B. Gössling, EDeR. Educational Design Research 4 (2020).","apa":"Mordhorst, L., & Gössling, B. (2020). Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions. EDeR. Educational Design Research, 4(1), Article 24. https://doi.org/10.15460/eder.4.1.1482","ieee":"L. Mordhorst and B. Gössling, “Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions,” EDeR. Educational Design Research, vol. 4, no. 1, Art. no. 24, 2020, doi: 10.15460/eder.4.1.1482."},"status":"public","volume":4,"user_id":"81839","publisher":"Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky","_id":"48366","abstract":[{"text":"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.","lang":"eng"}],"issue":"1","publication":"EDeR. Educational Design Research","type":"journal_article","keyword":["Dual study programmes","Design challenges","Pedagogic development of HEIs","Literature review","Study programme development","DBR cycle"],"date_created":"2023-10-20T16:30:26Z","article_type":"original","intvolume":" 4","publication_status":"published","date_updated":"2023-10-20T16:35:36Z","author":[{"full_name":"Mordhorst, Lisa","first_name":"Lisa","last_name":"Mordhorst","id":"81839"},{"first_name":"Bernd","last_name":"Gössling","full_name":"Gössling, Bernd"}],"publication_identifier":{"issn":["2511-0667"]},"title":"Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions","year":"2020","doi":"10.15460/eder.4.1.1482","language":[{"iso":"eng"}],"article_number":"24"},{"citation":{"chicago":"Hippert, Benjamin. The Relationship between Announcements of Complete Mergers and Acquisitions and Acquirers’ Abnormal CDS Spread Changes. No 52. Working Papers Dissertations from Paderborn University, Faculty of Business Administration and Economics, 2019.","short":"B. Hippert, The Relationship between Announcements of Complete Mergers and Acquisitions and Acquirers’ Abnormal CDS Spread Changes, Working Papers Dissertations from Paderborn University, Faculty of Business Administration and Economics, 2019.","ama":"Hippert B. The Relationship between Announcements of Complete Mergers and Acquisitions and Acquirers’ Abnormal CDS Spread Changes. Working Papers Dissertations from Paderborn University, Faculty of Business Administration and Economics; 2019.","bibtex":"@book{Hippert_2019, place={Working Papers Dissertations from Paderborn University, Faculty of Business Administration and Economics}, series={No 52}, title={The relationship between announcements of complete mergers and acquisitions and acquirers’ abnormal CDS spread changes}, author={Hippert, Benjamin}, year={2019}, collection={No 52} }","apa":"Hippert, B. (2019). The relationship between announcements of complete mergers and acquisitions and acquirers’ abnormal CDS spread changes. Working Papers Dissertations from Paderborn University, Faculty of Business Administration and Economics.","mla":"Hippert, Benjamin. The Relationship between Announcements of Complete Mergers and Acquisitions and Acquirers’ Abnormal CDS Spread Changes. 2019.","ieee":"B. Hippert, The relationship between announcements of complete mergers and acquisitions and acquirers’ abnormal CDS spread changes. Working Papers Dissertations from Paderborn University, Faculty of Business Administration and Economics, 2019."},"abstract":[{"lang":"eng","text":"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."}],"date_created":"2019-09-06T08:56:48Z","place":"Working Papers Dissertations from Paderborn University, Faculty of Business Administration and Economics","department":[{"_id":"186"},{"_id":"188"}],"type":"working_paper","keyword":["credit default swaps","risk perception of CDS investors","mergers and acquisitions","event study"],"jel":["G14","G34"],"author":[{"id":"48476","full_name":"Hippert, Benjamin","last_name":"Hippert","first_name":"Benjamin"}],"title":"The relationship between announcements of complete mergers and acquisitions and acquirers' abnormal CDS spread changes","status":"public","year":"2019","date_updated":"2022-01-06T06:51:29Z","language":[{"iso":"eng"}],"_id":"13146","series_title":"No 52","user_id":"21810"},{"citation":{"bibtex":"@book{Wengerek_Uhde_2019, title={Share price reactions to tariff imposition announcements in the Trump era – An event study of the trade conflict}, publisher={Paderborn University}, author={Wengerek, Sascha Tobias and Uhde, André}, year={2019} }","ama":"Wengerek ST, Uhde A. Share Price Reactions to Tariff Imposition Announcements in the Trump Era – An Event Study of the Trade Conflict. Paderborn University; 2019.","mla":"Wengerek, Sascha Tobias, and André Uhde. Share Price Reactions to Tariff Imposition Announcements in the Trump Era – An Event Study of the Trade Conflict. Paderborn University, 2019.","chicago":"Wengerek, Sascha Tobias, and André Uhde. Share Price Reactions to Tariff Imposition Announcements in the Trump Era – An Event Study of the Trade Conflict. Paderborn University, 2019.","short":"S.T. Wengerek, A. Uhde, Share Price Reactions to Tariff Imposition Announcements in the Trump Era – An Event Study of the Trade Conflict, Paderborn University, 2019.","ieee":"S. T. Wengerek and A. Uhde, Share price reactions to tariff imposition announcements in the Trump era – An event study of the trade conflict. Paderborn University, 2019.","apa":"Wengerek, S. T., & Uhde, A. (2019). Share price reactions to tariff imposition announcements in the Trump era – An event study of the trade conflict. Paderborn University."},"abstract":[{"lang":"eng","text":"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. "}],"date_created":"2023-01-11T10:57:04Z","type":"working_paper","keyword":["event study","international relations","protectionism","strategic trade policy","tariffs","trade conflict"],"department":[{"_id":"186"},{"_id":"188"}],"status":"public","title":"Share price reactions to tariff imposition announcements in the Trump era – An event study of the trade conflict","year":"2019","author":[{"first_name":"Sascha Tobias","last_name":"Wengerek","full_name":"Wengerek, Sascha Tobias"},{"id":"36049","last_name":"Uhde","first_name":"André","full_name":"Uhde, André"}],"jel":["F14","F18","F23","F51"],"publication_status":"published","date_updated":"2023-01-11T11:05:30Z","_id":"36004","publisher":"Paderborn University","language":[{"iso":"eng"}],"user_id":"21810"},{"type":"working_paper","keyword":["credit default swaps","risk perception of CDS investors","mergers and acquisitions","event study"],"department":[{"_id":"19"},{"_id":"186"}],"date_created":"2019-12-18T15:53:47Z","abstract":[{"lang":"eng","text":"Employing a sample of 492 merger and acquisition (M&A) announcements from\r\n284 acquirers across North America and Europe between 2005 and 2018, this study\r\nanalyzes the impact of M&A announcements on an acquirers abnormal CDS spread\r\nchanges. We \fnd that spreads from CDS which are written on acquirers increase\r\nby 310 bps during a symmetric \fve-day event window suggesting that investors\r\nexpect an increase in the acquirers credit risk exposure due to M&As. Next to\r\nthis baseline \fnding, we conduct a large variety of sensitivity analyses to gain more\r\ninsight into the driving factors of the rising risk perception of CDS investors due to\r\nM&A announcements."}],"citation":{"ieee":"A. Uhde and B. Hippert, The relationship between announcements of complete mergers and acquisitions and acquirers’ abnormal CDS-Spread changes. 2019.","apa":"Uhde, A., & Hippert, B. (2019). The relationship between announcements of complete mergers and acquisitions and acquirers’ abnormal CDS-Spread changes.","short":"A. Uhde, B. Hippert, The Relationship between Announcements of Complete Mergers and Acquisitions and Acquirers’ Abnormal CDS-Spread Changes, 2019.","chicago":"Uhde, André, and Benjamin Hippert. The Relationship between Announcements of Complete Mergers and Acquisitions and Acquirers’ Abnormal CDS-Spread Changes, 2019.","mla":"Uhde, André, and Benjamin Hippert. The Relationship between Announcements of Complete Mergers and Acquisitions and Acquirers’ Abnormal CDS-Spread Changes. 2019.","bibtex":"@book{Uhde_Hippert_2019, title={The relationship between announcements of complete mergers and acquisitions and acquirers’ abnormal CDS-Spread changes}, author={Uhde, André and Hippert, Benjamin}, year={2019} }","ama":"Uhde A, Hippert B. The Relationship between Announcements of Complete Mergers and Acquisitions and Acquirers’ Abnormal CDS-Spread Changes.; 2019."},"user_id":"36049","_id":"15392","language":[{"iso":"eng"}],"date_updated":"2024-04-17T13:35:41Z","title":"The relationship between announcements of complete mergers and acquisitions and acquirers' abnormal CDS-Spread changes","year":"2019","status":"public","author":[{"first_name":"André","orcid":"https://orcid.org/0000-0002-8058-8857","last_name":"Uhde","full_name":"Uhde, André","id":"36049"},{"id":"48476","full_name":"Hippert, Benjamin","last_name":"Hippert","first_name":"Benjamin"}],"jel":["G14","G34"]},{"has_accepted_license":"1","status":"public","volume":77,"ddc":["000"],"user_id":"61579","publisher":"Elsevier","_id":"5586","page":"807 - 823","citation":{"ama":"Weishäupl E, Yasasin E, Schryen G. Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning. Computers & Security. 2018;77:807-823.","bibtex":"@article{Weishäupl_Yasasin_Schryen_2018, title={Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning}, volume={77}, journal={Computers & Security}, publisher={Elsevier}, author={Weishäupl, Eva and Yasasin, Emrah and Schryen, Guido}, year={2018}, pages={807–823} }","mla":"Weishäupl, Eva, et al. “Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning.” Computers & Security, vol. 77, Elsevier, 2018, pp. 807–23.","short":"E. Weishäupl, E. Yasasin, G. Schryen, Computers & Security 77 (2018) 807–823.","chicago":"Weishäupl, Eva, Emrah Yasasin, and Guido Schryen. “Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning.” Computers & Security 77 (2018): 807–23.","apa":"Weishäupl, E., Yasasin, E., & Schryen, G. (2018). Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning. Computers & Security, 77, 807–823.","ieee":"E. Weishäupl, E. Yasasin, and G. Schryen, “Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning,” Computers & Security, vol. 77, pp. 807–823, 2018."},"file_date_updated":"2018-12-13T15:06:10Z","oa":"1","intvolume":" 77","date_updated":"2022-01-06T07:02:03Z","author":[{"full_name":"Weishäupl, Eva","first_name":"Eva","last_name":"Weishäupl"},{"full_name":"Yasasin, Emrah","last_name":"Yasasin","first_name":"Emrah"},{"id":"72850","full_name":"Schryen, Guido","last_name":"Schryen","first_name":"Guido"}],"year":"2018","title":"Information Security Investments: An Exploratory Multiple Case Study on Decision-Making, Evaluation and Learning","language":[{"iso":"eng"}],"abstract":[{"text":"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.","lang":"eng"}],"extern":"1","publication":"Computers & Security","department":[{"_id":"277"}],"type":"journal_article","keyword":["Information Security Investments","Multiple Case Study","Organizations","Single Loop Learning","Double Loop Learning"],"date_created":"2018-11-14T11:24:37Z","file":[{"date_updated":"2018-12-13T15:06:10Z","relation":"main_file","access_level":"open_access","file_size":809490,"file_name":"JOURNAL VERSION.pdf","content_type":"application/pdf","file_id":"6022","creator":"hsiemes","date_created":"2018-12-07T11:26:53Z"}]},{"keyword":["individual differences","learner beliefs","narrative analysis","sojourn objectives and evaluations","study abroad"],"type":"journal_article","department":[{"_id":"468"}],"date_created":"2021-12-07T10:18:50Z","extern":"1","abstract":[{"text":"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.","lang":"eng"}],"issue":"1","publication":"The Canadian Modern Language Review","doi":"10.3138/cmlr.3319","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2022-01-06T06:58:02Z","article_type":"original","intvolume":" 73","title":"“As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations and self-perceived achievements","year":"2017","publication_identifier":{"issn":["0008-4506","1710-1131"]},"author":[{"full_name":"Müller, Mareike","first_name":"Mareike","last_name":"Müller","id":"71540"}],"citation":{"bibtex":"@article{Müller_2017, title={“As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations and self-perceived achievements}, volume={73}, DOI={10.3138/cmlr.3319}, number={1}, journal={The Canadian Modern Language Review}, author={Müller, Mareike}, year={2017}, pages={24–47} }","ama":"Müller M. “As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations and self-perceived achievements. The Canadian Modern Language Review. 2017;73(1):24-47. doi:10.3138/cmlr.3319","mla":"Müller, Mareike. “‘As a Person, I Feel I’ve Changed Pretty Immensely’: Sojourners’ Aspirations and Self-Perceived Achievements.” The Canadian Modern Language Review, vol. 73, no. 1, 2017, pp. 24–47, doi:10.3138/cmlr.3319.","chicago":"Müller, Mareike. “‘As a Person, I Feel I’ve Changed Pretty Immensely’: Sojourners’ Aspirations and Self-Perceived Achievements.” The Canadian Modern Language Review 73, no. 1 (2017): 24–47. https://doi.org/10.3138/cmlr.3319.","short":"M. Müller, The Canadian Modern Language Review 73 (2017) 24–47.","ieee":"M. Müller, “‘As a person, I feel I’ve changed pretty immensely’: Sojourners’ aspirations and self-perceived achievements,” The Canadian Modern Language Review, vol. 73, no. 1, pp. 24–47, 2017, doi: 10.3138/cmlr.3319.","apa":"Müller, M. (2017). “As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations and self-perceived achievements. The Canadian Modern Language Review, 73(1), 24–47. https://doi.org/10.3138/cmlr.3319"},"user_id":"71540","volume":73,"page":"24-47","_id":"28348","status":"public"},{"language":[{"iso":"eng"}],"doi":"10.1111/ijal.12109","publication_identifier":{"issn":["0802-6106"]},"author":[{"last_name":"Müller","first_name":"Mareike","full_name":"Müller, Mareike","id":"71540"},{"full_name":"Schmenk, Barbara","last_name":"Schmenk","first_name":"Barbara"}],"title":"Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts","year":"2017","article_type":"original","intvolume":" 27","publication_status":"published","date_updated":"2022-01-06T06:58:02Z","date_created":"2021-12-07T12:46:22Z","department":[{"_id":"468"}],"keyword":["learner identity","study abroad","pronunciation","native-speaker ideal","critical discourse analysis"],"type":"journal_article","issue":"1","publication":"International Journal of Applied Linguistics","extern":"1","abstract":[{"text":"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\r\nmeaning-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,\r\nusing 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.","lang":"eng"}],"_id":"28354","page":"132-151","volume":27,"user_id":"71540","status":"public","citation":{"ieee":"M. Müller and B. Schmenk, “Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts,” International Journal of Applied Linguistics, vol. 27, no. 1, pp. 132–151, 2017, doi: 10.1111/ijal.12109.","apa":"Müller, M., & Schmenk, B. (2017). Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts. International Journal of Applied Linguistics, 27(1), 132–151. https://doi.org/10.1111/ijal.12109","short":"M. Müller, B. Schmenk, International Journal of Applied Linguistics 27 (2017) 132–151.","chicago":"Müller, Mareike, and Barbara Schmenk. “Narrating the Sound of Self: The Role of Pronunciation in Learners’ Self-Constructions in Study-Abroad Contexts.” International Journal of Applied Linguistics 27, no. 1 (2017): 132–51. https://doi.org/10.1111/ijal.12109.","mla":"Müller, Mareike, and Barbara Schmenk. “Narrating the Sound of Self: The Role of Pronunciation in Learners’ Self-Constructions in Study-Abroad Contexts.” International Journal of Applied Linguistics, vol. 27, no. 1, 2017, pp. 132–51, doi:10.1111/ijal.12109.","bibtex":"@article{Müller_Schmenk_2017, title={Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts}, volume={27}, DOI={10.1111/ijal.12109}, number={1}, journal={International Journal of Applied Linguistics}, author={Müller, Mareike and Schmenk, Barbara}, year={2017}, pages={132–151} }","ama":"Müller M, Schmenk B. Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts. International Journal of Applied Linguistics. 2017;27(1):132-151. doi:10.1111/ijal.12109"}},{"publication":"Journal of Second Language Pronunciation","issue":"1","extern":"1","abstract":[{"text":"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.","lang":"eng"}],"date_created":"2021-12-07T12:50:39Z","keyword":["pronunciation learning","study abroad","qualitative approach","narrative analysis","learner beliefs","socio-psychological learning factors"],"type":"journal_article","department":[{"_id":"468"}],"title":"Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad","year":"2016","author":[{"full_name":"Müller, Mareike","first_name":"Mareike","last_name":"Müller","id":"71540"}],"publication_identifier":{"issn":["2215-1931","2215-194X"]},"publication_status":"published","date_updated":"2022-01-06T06:58:02Z","article_type":"original","intvolume":" 2","language":[{"iso":"eng"}],"doi":"10.1075/jslp.2.1.05mul","citation":{"short":"M. Müller, Journal of Second Language Pronunciation 2 (2016) 108–142.","chicago":"Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of Pronunciation Learning during Study Abroad.” Journal of Second Language Pronunciation 2, no. 1 (2016): 108–42. https://doi.org/10.1075/jslp.2.1.05mul.","apa":"Müller, M. (2016). Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad. Journal of Second Language Pronunciation, 2(1), 108–142. https://doi.org/10.1075/jslp.2.1.05mul","ieee":"M. Müller, “Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad,” Journal of Second Language Pronunciation, vol. 2, no. 1, pp. 108–142, 2016, doi: 10.1075/jslp.2.1.05mul.","ama":"Müller M. Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad. Journal of Second Language Pronunciation. 2016;2(1):108-142. doi:10.1075/jslp.2.1.05mul","bibtex":"@article{Müller_2016, title={Listening to learners’ voices: Qualitative aspects of pronunciation learning during study abroad}, volume={2}, DOI={10.1075/jslp.2.1.05mul}, number={1}, journal={Journal of Second Language Pronunciation}, author={Müller, Mareike}, year={2016}, pages={108–142} }","mla":"Müller, Mareike. “Listening to Learners’ Voices: Qualitative Aspects of Pronunciation Learning during Study Abroad.” Journal of Second Language Pronunciation, vol. 2, no. 1, 2016, pp. 108–42, doi:10.1075/jslp.2.1.05mul."},"status":"public","page":"108-142","_id":"28355","user_id":"71540","volume":2},{"intvolume":" 73","date_updated":"2022-01-06T07:01:03Z","publication_status":"published","publication_identifier":{"issn":["0018-1560","1573-174X"]},"author":[{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"full_name":"Jenert, Tobias","last_name":"Jenert","first_name":"Tobias"},{"last_name":"Wagner","first_name":"Dietrich","full_name":"Wagner, Dietrich"}],"year":"2016","title":"The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School","doi":"10.1007/s10734-016-0095-8","abstract":[{"text":"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.","lang":"eng"}],"extern":"1","publication":"Higher Education","issue":"3","department":[{"_id":"208"},{"_id":"282"}],"keyword":["Transition to higher education","Motivation","Longitudinal study","Socio-cultural factors","Latent change model","Switzerland"],"type":"journal_article","date_created":"2018-09-18T08:58:54Z","status":"public","volume":73,"user_id":"51057","_id":"4421","publisher":"Springer Nature","page":"459-478","citation":{"ama":"Brahm T, Jenert T, Wagner D. The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. Higher Education. 2016;73(3):459-478. doi:10.1007/s10734-016-0095-8","bibtex":"@article{Brahm_Jenert_Wagner_2016, title={The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School}, volume={73}, DOI={10.1007/s10734-016-0095-8}, number={3}, journal={Higher Education}, publisher={Springer Nature}, author={Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}, year={2016}, pages={459–478} }","mla":"Brahm, Taiga, et al. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” Higher Education, vol. 73, no. 3, Springer Nature, 2016, pp. 459–78, doi:10.1007/s10734-016-0095-8.","short":"T. Brahm, T. Jenert, D. Wagner, Higher Education 73 (2016) 459–478.","chicago":"Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Crucial First Year: A Longitudinal Study of Students’ Motivational Development at a Swiss Business School.” Higher Education 73, no. 3 (2016): 459–78. https://doi.org/10.1007/s10734-016-0095-8.","apa":"Brahm, T., Jenert, T., & Wagner, D. (2016). The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. Higher Education, 73(3), 459–478. https://doi.org/10.1007/s10734-016-0095-8","ieee":"T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School,” Higher Education, vol. 73, no. 3, pp. 459–478, 2016."}},{"status":"public","volume":69,"user_id":"37741","publisher":"Elsevier","_id":"4951","page":"2424--2431","citation":{"ieee":"S. Paluch and N. Wünderlich, “Contrasting Risk Perceptions of Technology-Based Service Innovations in Inter-Organizational Settings.,” Journal of business Research, vol. 69, no. 7, pp. 2424--2431, 2016.","apa":"Paluch, S., & Wünderlich, N. (2016). Contrasting Risk Perceptions of Technology-Based Service Innovations in Inter-Organizational Settings. Journal of Business Research, 69(7), 2424--2431.","short":"S. Paluch, N. Wünderlich, Journal of Business Research 69 (2016) 2424--2431.","chicago":"Paluch, Stefanie, and Nancy Wünderlich. “Contrasting Risk Perceptions of Technology-Based Service Innovations in Inter-Organizational Settings.” Journal of Business Research 69, no. 7 (2016): 2424--2431.","mla":"Paluch, Stefanie, and Nancy Wünderlich. “Contrasting Risk Perceptions of Technology-Based Service Innovations in Inter-Organizational Settings.” Journal of Business Research, vol. 69, no. 7, Elsevier, 2016, pp. 2424--2431.","bibtex":"@article{Paluch_Wünderlich_2016, title={Contrasting Risk Perceptions of Technology-Based Service Innovations in Inter-Organizational Settings.}, volume={69}, number={7}, journal={Journal of business Research}, publisher={Elsevier}, author={Paluch, Stefanie and Wünderlich, Nancy}, year={2016}, pages={2424--2431} }","ama":"Paluch S, Wünderlich N. Contrasting Risk Perceptions of Technology-Based Service Innovations in Inter-Organizational Settings. Journal of business Research. 2016;69(7):2424--2431."},"article_type":"original","intvolume":" 69","publication_status":"published","date_updated":"2022-01-06T07:01:30Z","author":[{"first_name":"Stefanie","last_name":"Paluch","full_name":"Paluch, Stefanie"},{"full_name":"Wünderlich, Nancy","last_name":"Wünderlich","first_name":"Nancy","id":"36392"}],"title":"Contrasting Risk Perceptions of Technology-Based Service Innovations in Inter-Organizational Settings.","year":"2016","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"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."}],"issue":"7","publication":"Journal of business Research","department":[{"_id":"178"},{"_id":"181"}],"keyword":["Risk perception","Technology-based service innovations","Business-to-business context","Interview study","Risk categories","Smart service"],"type":"journal_article","date_created":"2018-10-26T10:20:07Z"},{"citation":{"mla":"Kullmann, Harry. “Kollegiale Kooperation im Lehrerberuf.” Beruf Lehrer/Lehrerin. Ein Studienbuch, edited by Martin Rothland, Waxmann, 2016, pp. 333–349.","bibtex":"@inbook{Kullmann_2016, place={Münster}, title={Kollegiale Kooperation im Lehrerberuf}, booktitle={Beruf Lehrer/Lehrerin. Ein Studienbuch}, publisher={Waxmann}, author={Kullmann, Harry}, editor={Rothland, Martin}, year={2016}, pages={333–349} }","ama":"Kullmann H. Kollegiale Kooperation im Lehrerberuf. In: Rothland M, ed. Beruf Lehrer/Lehrerin. Ein Studienbuch. Waxmann; 2016:333–349.","ieee":"H. Kullmann, “Kollegiale Kooperation im Lehrerberuf,” in Beruf Lehrer/Lehrerin. Ein Studienbuch, M. Rothland, Ed. Münster: Waxmann, 2016, pp. 333–349.","apa":"Kullmann, H. (2016). Kollegiale Kooperation im Lehrerberuf. In M. Rothland (Ed.), Beruf Lehrer/Lehrerin. Ein Studienbuch (pp. 333–349). Waxmann.","short":"H. Kullmann, in: M. Rothland (Ed.), Beruf Lehrer/Lehrerin. Ein Studienbuch, Waxmann, Münster, 2016, pp. 333–349.","chicago":"Kullmann, Harry. “Kollegiale Kooperation im Lehrerberuf.” In Beruf Lehrer/Lehrerin. Ein Studienbuch, edited by Martin Rothland, 333–349. Münster: Waxmann, 2016."},"place":"Münster","oa":"1","jel":["I24"],"status":"public","publisher":"Waxmann","_id":"30993","page":"333–349","editor":[{"full_name":"Rothland, Martin","first_name":"Martin","last_name":"Rothland"}],"user_id":"105186","publication":"Beruf Lehrer/Lehrerin. Ein Studienbuch","abstract":[{"lang":"ger","text":"Kollegiale Kooperation im Lehrerberuf ist ‒ je nach Perspektive ‒ eine Selbstver-\r\nständlichkeit oder ein beklagenswert seltenes Ereignis. Die Frage danach, wie, wann\r\nund auf welche Weise Lehrkräfte miteinander kooperieren sollten, um das Ziel qua-\r\nlitativ hochwertigen Unterrichts zu erreichen, ist jedoch weder theoretisch noch\r\nempirisch hinreichend geklärt. Dieser Umstand macht die kollegiale Kooperation\r\nzu einer bedeutsamen Herausforderung der Schulentwicklung und es lohnt sich,\r\nWesen und Wert der Lehrerkooperation sowie die mit ihr verbundenen Wünsche\r\nund Hoffnungen näher in den Blick zu nehmen. Zwar agieren Lehrerinnen und\r\nLehrer innerhalb des „Kooperationssystems Schule“, in welchem alle Beteiligten auf\r\nein gemeinsames Ziel – die Ausbildung der Schülerinnen und Schüler – hinarbei-\r\nten (siehe Abschnitt 1), Einzelvergleiche zwischen unterschiedlichen Schulen zeigen\r\njedoch deutlich auf, dass die Potenziale unterrichtsbezogener Zusammenarbeit häu-\r\nfig nicht ausgeschöpft werden. Beispielhaft skizziert dieses Kapitel daher die kolle-\r\ngiale Kooperation als wichtigstes Element sogenannter „Problemlöseschulen“ und\r\nstellt ein Prozess- und Ertragsmodell zur unterrichtsbezogenen Lehrerkooperation\r\nvor (Abschnitte 2 & 3). Es folgt eine umfangreiche Auseinandersetzung mit Formen\r\nund Systematiken zur Rahmung und Messung gemeinschaftlicher Entwicklungspro-\r\nzesse (Abschnitt 4), wobei das zuvor entfaltete Kooperationsmodell einen gemein-\r\nsamen Bezugspunkt bildet. In den Bei-trag eingeflochten sind ausgewählte Ge- und\r\nMisslingensbedingungen der kollegialen Kooperation im Lehrerberuf, deren Kennt-\r\nnis die KMK-Standards zur Lehrerbildung explizit einfordern."}],"date_created":"2022-05-03T06:04:42Z","department":[{"_id":"556"}],"type":"book_chapter","keyword":["Kooperation","Problemlöseschule","Prozess- und Ertragsmodell zur Lehrerkooperation","Unterrichtsstudie/Lesson Study","Professionelle Lerngemeinschaft","Community of Practice","Modellierung von Intensität und Wertigkeit der Kooperation"],"publication_identifier":{"isbn":["978-3-8252-8680-4"]},"author":[{"last_name":"Kullmann","first_name":"Harry","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry","id":"77972"}],"title":"Kollegiale Kooperation im Lehrerberuf","year":"2016","publication_status":"published","date_updated":"2026-08-17T14:20:20Z","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://www.utb.de/doi/epdf/10.36198/9783838586809"}]},{"date_updated":"2022-01-06T07:01:06Z","status":"public","year":"2014","title":"Developing study programs as a continuous task-the role of educational developers","conference":{"name":"ICED 2014 : Educational Development in a Changing World","start_date":"2014-06-16","location":"Stockholm","end_date":"2014-0618"},"author":[{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"},{"full_name":"Zellweger, Franziska","first_name":"Franziska","last_name":"Zellweger"},{"first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","full_name":"Jenert, Tobias","id":"71994"},{"last_name":"Thomann","first_name":"Geri","full_name":"Thomann, Geri"}],"user_id":"51057","alternative_title":["Educational Development in a Changing World"],"_id":"4470","abstract":[{"lang":"eng","text":"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.\r\n\r\nAbstract Text: Professionalization of program development as an institutional responsibility \r\nIn 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?\r\nOur 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.\r\n\r\nFramework 1: Competencies for program managers\r\nThe experiences with a training program for study program managers at the Zurich University for Teacher Education are reported. Over\r\na period of four years, a competency profile has been developed and refined. Insights into the challenges and struggles of this role\r\nwere gained. Despite diverse job characteristics of program managers (often resulting from an institution-specific history), there is a\r\ncommon set of competencies necessary to successfully cope with organizational complexity such as role competency (Schein, 1992)\r\nand lateral leadership (Kühl et al., 2005).\r\nFramework 2: Towards a systematic development of study programs\r\nThe second initiative concerns the strategic approach to program development implemented at the University of St. Gallen (Brahm &\r\nJenert, 2013; Jenert, 2011). In this structured process, the program goes through four process steps: process initiation, program\r\nanalysis, program development, evaluation of the process and results. A major challenge in this process is the role of program\r\nprofessionals. The goal is to establish them as change agents for a didactically-aligned study program.\r\nOutcome: Role of educational development\r\nAfter briefly introducing the two examples, the roles of program professionals and educational development in HEI will be discussed.\r\nThe questions guiding the discussion will be:\r\n• How can program development be established as a continuing task, closely tied to quality development?\r\n• How can the competencies of program professionals be developed and the local capacity and ownership be strengthened?\r\n• How can educational development support program development and provide vital impulses?\r\nAudience Engagement. Depending on the number of participants, first the questions will be discussed in groups. To put the results of\r\nthe discussion on record, it will be summarized and uploaded in our weblog for further discussion after the session."}],"extern":"1","citation":{"mla":"Brahm, Taiga, et al. Developing Study Programs as a Continuous Task-the Role of Educational Developers. 2014.","ama":"Brahm T, Zellweger F, Jenert T, Thomann G. Developing study programs as a continuous task-the role of educational developers. In: ; 2014.","bibtex":"@inproceedings{Brahm_Zellweger_Jenert_Thomann_2014, title={Developing study programs as a continuous task-the role of educational developers}, author={Brahm, Taiga and Zellweger, Franziska and Jenert, Tobias and Thomann, Geri}, year={2014} }","apa":"Brahm, T., Zellweger, F., Jenert, T., & Thomann, G. (2014). Developing study programs as a continuous task-the role of educational developers. Presented at the ICED 2014 : Educational Development in a Changing World, Stockholm.","ieee":"T. Brahm, F. Zellweger, T. Jenert, and G. Thomann, “Developing study programs as a continuous task-the role of educational developers,” presented at the ICED 2014 : Educational Development in a Changing World, Stockholm, 2014.","chicago":"Brahm, Taiga, Franziska Zellweger, Tobias Jenert, and Geri Thomann. “Developing Study Programs as a Continuous Task-the Role of Educational Developers,” 2014.","short":"T. Brahm, F. Zellweger, T. Jenert, G. Thomann, in: 2014."},"keyword":["curriculum development","study programs","Bologna","educational development","higher education"],"type":"conference","department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-18T13:30:30Z"},{"department":[{"_id":"208"},{"_id":"282"}],"keyword":["motivation","business school","higher education","latent growth curve model","longitudinal study","mixed methods","interview","students"],"type":"conference","date_created":"2018-09-19T08:06:46Z","abstract":[{"lang":"eng","text":"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."}],"extern":"1","citation":{"ieee":"T. Brahm and T. Jenert, “The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study,” presented at the SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.","apa":"Brahm, T., & Jenert, T. (2014). The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. Presented at the SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven.","chicago":"Brahm, Taiga, and Tobias Jenert. “The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study,” 2014.","short":"T. Brahm, T. Jenert, in: 2014.","mla":"Brahm, Taiga, and Tobias Jenert. The Crucial First Year: The Development of Students’ Motivation at a Business School-a Mixed Methods Study. 2014.","bibtex":"@inproceedings{Brahm_Jenert_2014, title={The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study}, author={Brahm, Taiga and Jenert, Tobias}, year={2014} }","ama":"Brahm T, Jenert T. The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study. In: ; 2014."},"user_id":"51057","_id":"4474","date_updated":"2022-01-06T07:01:06Z","conference":{"end_date":"2014-08-22","name":"SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014","start_date":"2014-08-20","location":"Leuven"},"author":[{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"},{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias","id":"71994"}],"status":"public","year":"2014","title":"The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study"},{"abstract":[{"lang":"eng","text":"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. \r\n\r\n"}],"publication":"E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13","citation":{"ieee":"Y. Gramzow, J. Riese, and P. Reinhold, “ Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study,” in E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13, 2014, pp. 20–27.","apa":"Gramzow, Y., Riese, J., & Reinhold, P. (2014). Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study. In C. P. Constantinou, N. Papadouris, A. Hadjigeorgiou, & European Science Education Research Association (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13 (pp. 20–27).","chicago":"Gramzow, Yvonne, Josef Riese, and Peter Reinhold. “ Prospective Physics Teachers’ Pedagogical Content Knowledge. Validating a Test Instrument by Using a Think Aloud Study.” In E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based Teaching and Coherence in Learning. Part 13, edited by Costas P. Constantinou, Nikos Papadouris, Angela Hadjigeorgiou, and European Science Education Research Association, 20–27. Nicosia, Cyprus, 2014.","short":"Y. Gramzow, J. Riese, P. Reinhold, in: C.P. Constantinou, N. Papadouris, A. Hadjigeorgiou, European Science Education Research Association (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based Teaching and Coherence in Learning. Part 13, Nicosia, Cyprus, 2014, pp. 20–27.","mla":"Gramzow, Yvonne, et al. “ Prospective Physics Teachers’ Pedagogical Content Knowledge. Validating a Test Instrument by Using a Think Aloud Study.” E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based Teaching and Coherence in Learning. Part 13, edited by Costas P. Constantinou et al., 2014, pp. 20–27.","bibtex":"@inproceedings{Gramzow_Riese_Reinhold_2014, place={Nicosia, Cyprus}, title={ Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study}, booktitle={E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13}, author={Gramzow, Yvonne and Riese, Josef and Reinhold, Peter}, editor={Constantinou, Costas P. and Papadouris, Nikos and Hadjigeorgiou, Angela and European Science Education Research Association}, year={2014}, pages={20–27} }","ama":"Gramzow Y, Riese J, Reinhold P. Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study. In: Constantinou CP, Papadouris N, Hadjigeorgiou A, European Science Education Research Association, eds. E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-Based Teaching and Coherence in Learning. Part 13. ; 2014:20-27."},"type":"conference","keyword":["PCK","teacher education","physics","think aloud study"],"department":[{"_id":"299"}],"place":"Nicosia, Cyprus","date_created":"2023-01-10T09:00:27Z","date_updated":"2023-06-08T16:24:53Z","year":"2014","status":"public","title":" Prospective physics teachers' pedagogical content knowledge. Validating a test instrument by using a think aloud study","author":[{"last_name":"Gramzow","first_name":"Yvonne","full_name":"Gramzow, Yvonne","id":"9605"},{"id":"429","full_name":"Riese, Josef","orcid":"0000-0003-2927-2619","first_name":"Josef","last_name":"Riese"},{"id":"416","first_name":"Peter","last_name":"Reinhold","full_name":"Reinhold, Peter"}],"corporate_editor":["European Science Education Research Association"],"user_id":"84746","editor":[{"full_name":"Constantinou, Costas P.","first_name":"Costas P.","last_name":"Constantinou"},{"full_name":"Papadouris, Nikos","first_name":"Nikos","last_name":"Papadouris"},{"last_name":"Hadjigeorgiou","first_name":"Angela","full_name":"Hadjigeorgiou, Angela"}],"page":"20-27","_id":"35684","language":[{"iso":"eng"}]},{"status":"public","user_id":"71540","volume":46,"page":"213-229","_id":"28353","citation":{"ieee":"M. Müller, “Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom,” Foreign Language Annals, vol. 46, no. 2, pp. 213–229, 2013, doi: 10.1111/flan.12024.","apa":"Müller, M. (2013). Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom. Foreign Language Annals, 46(2), 213–229. https://doi.org/10.1111/flan.12024","chicago":"Müller, Mareike. “Conceptualizing Pronunciation as Part of Translingual/Transcultural Competence: New Impulses for SLA Research and the L2 Classroom.” Foreign Language Annals 46, no. 2 (2013): 213–29. https://doi.org/10.1111/flan.12024.","short":"M. Müller, Foreign Language Annals 46 (2013) 213–229.","mla":"Müller, Mareike. “Conceptualizing Pronunciation as Part of Translingual/Transcultural Competence: New Impulses for SLA Research and the L2 Classroom.” Foreign Language Annals, vol. 46, no. 2, 2013, pp. 213–29, doi:10.1111/flan.12024.","bibtex":"@article{Müller_2013, title={Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom}, volume={46}, DOI={10.1111/flan.12024}, number={2}, journal={Foreign Language Annals}, author={Müller, Mareike}, year={2013}, pages={213–229} }","ama":"Müller M. Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom. Foreign Language Annals. 2013;46(2):213-229. doi:10.1111/flan.12024"},"publication_status":"published","date_updated":"2022-01-06T06:58:02Z","article_type":"original","intvolume":" 46","title":"Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom","year":"2013","author":[{"full_name":"Müller, Mareike","last_name":"Müller","first_name":"Mareike","id":"71540"}],"publication_identifier":{"issn":["0015-718X","1944-9720"]},"doi":"10.1111/flan.12024","language":[{"iso":"eng"}],"extern":"1","abstract":[{"lang":"eng","text":"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\r\nnorms."}],"publication":"Foreign Language Annals","issue":"2","type":"journal_article","keyword":["critical language awareness","native‐speaker ideal","pronunciation","study abroad","translingual and transcultural competence"],"department":[{"_id":"468"}],"date_created":"2021-12-07T12:37:11Z"},{"_id":"4477","publisher":"EARLI European Association for Research on Learning and Instruction","user_id":"51057","author":[{"last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","full_name":"Jenert, Tobias","id":"71994"},{"last_name":"Brahm","first_name":"Taiga","full_name":"Brahm, Taiga"}],"conference":{"end_date":"2013-08-31","start_date":"2013-08-27","name":"15th Biennial EARLI Conference","location":"München"},"status":"public","year":"2013","title":"How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study","date_updated":"2022-01-06T07:01:06Z","date_created":"2018-09-19T08:19:05Z","department":[{"_id":"208"},{"_id":"282"}],"keyword":["student attitudes","qualitative research","longitudinal study","student motivation"],"type":"conference","citation":{"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.","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.","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} }","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.","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.","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.","short":"T. Jenert, T. Brahm, in: EARLI European Association for Research on Learning and Instruction, 2013."},"extern":"1","abstract":[{"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.","lang":"eng"}]},{"place":"Portugal","date_created":"2019-09-19T12:12:21Z","keyword":["Interoperability","Web Archives","Digital Libraries","Delphi Study"],"type":"conference","department":[{"_id":"198"}],"publication":"Proceedings of the 10th International Conference on Preservation of Digital Objects","citation":{"ieee":"H. Kalb, P. Lazaridou, E. Pinsent, and M. Trier, “Interoperability of Web Archives and Digital Libraries: A Delphi Study,” in Proceedings of the 10th International Conference on Preservation of Digital Objects, 2013, pp. 19–28.","apa":"Kalb, H., Lazaridou, P., Pinsent, E., & Trier, M. (2013). Interoperability of Web Archives and Digital Libraries: A Delphi Study. In Proceedings of the 10th International Conference on Preservation of Digital Objects (pp. 19–28). Portugal: Biblioteca Nacional de Portugal.","short":"H. Kalb, P. Lazaridou, E. Pinsent, M. Trier, in: Proceedings of the 10th International Conference on Preservation of Digital Objects, Biblioteca Nacional de Portugal, Portugal, 2013, pp. 19–28.","chicago":"Kalb, Hendrik, Paraskevi Lazaridou, Edward Pinsent, and Matthias Trier. “Interoperability of Web Archives and Digital Libraries: A Delphi Study.” In Proceedings of the 10th International Conference on Preservation of Digital Objects, 19–28. Portugal: Biblioteca Nacional de Portugal, 2013.","mla":"Kalb, Hendrik, et al. “Interoperability of Web Archives and Digital Libraries: A Delphi Study.” Proceedings of the 10th International Conference on Preservation of Digital Objects, Biblioteca Nacional de Portugal, 2013, pp. 19–28.","bibtex":"@inproceedings{Kalb_Lazaridou_Pinsent_Trier_2013, place={Portugal}, title={Interoperability of Web Archives and Digital Libraries: A Delphi Study}, booktitle={Proceedings of the 10th International Conference on Preservation of Digital Objects}, publisher={Biblioteca Nacional de Portugal}, author={Kalb, Hendrik and Lazaridou, Paraskevi and Pinsent, Edward and Trier, Matthias}, year={2013}, pages={19–28} }","ama":"Kalb H, Lazaridou P, Pinsent E, Trier M. Interoperability of Web Archives and Digital Libraries: A Delphi Study. In: Proceedings of the 10th International Conference on Preservation of Digital Objects. Portugal: Biblioteca Nacional de Portugal; 2013:19-28."},"abstract":[{"text":"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.","lang":"eng"}],"page":"19-28","language":[{"iso":"eng"}],"_id":"13323","publisher":"Biblioteca Nacional de Portugal","user_id":"62809","title":"Interoperability of Web Archives and Digital Libraries: A Delphi Study","status":"public","year":"2013","publication_identifier":{"isbn":["9789725654934"]},"author":[{"first_name":"Hendrik","last_name":"Kalb","full_name":"Kalb, Hendrik"},{"full_name":"Lazaridou, Paraskevi","last_name":"Lazaridou","first_name":"Paraskevi"},{"last_name":"Pinsent","first_name":"Edward","full_name":"Pinsent, Edward"},{"first_name":"Matthias","last_name":"Trier","full_name":"Trier, Matthias","id":"72744"}],"date_updated":"2022-01-06T06:51:33Z"},{"department":[{"_id":"186"},{"_id":"188"}],"keyword":["Financial crisis","TARP","Market efficiency","Event study"],"type":"journal_article","date_created":"2018-09-14T11:40:31Z","abstract":[{"text":"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. ","lang":"eng"}],"publication":"Journal of Banking and Finance","issue":"5","doi":"10.1016/j.jbankfin.2013.02.020","language":[{"iso":"eng"}],"intvolume":" 32","publication_status":"published","date_updated":"2023-01-10T09:37:43Z","author":[{"first_name":"Christian","last_name":"Farruggio","full_name":"Farruggio, Christian"},{"last_name":"Michalak","first_name":"Tobias C.","full_name":"Michalak, Tobias C."},{"id":"36049","orcid":"https://orcid.org/0000-0002-8058-8857","first_name":"André","last_name":"Uhde","full_name":"Uhde, André"}],"year":"2013","title":"The light and dark side of TARP","citation":{"ama":"Farruggio C, Michalak TC, Uhde A. The light and dark side of TARP. Journal of Banking and Finance. 2013;32(5):2586-2604. doi:10.1016/j.jbankfin.2013.02.020","bibtex":"@article{Farruggio_Michalak_Uhde_2013, title={The light and dark side of TARP}, volume={32}, DOI={10.1016/j.jbankfin.2013.02.020}, number={5}, journal={Journal of Banking and Finance}, author={Farruggio, Christian and Michalak, Tobias C. and Uhde, André}, year={2013}, pages={2586–2604} }","mla":"Farruggio, Christian, et al. “The Light and Dark Side of TARP.” Journal of Banking and Finance, vol. 32, no. 5, 2013, pp. 2586–604, doi:10.1016/j.jbankfin.2013.02.020.","short":"C. Farruggio, T.C. Michalak, A. Uhde, Journal of Banking and Finance 32 (2013) 2586–2604.","chicago":"Farruggio, Christian, Tobias C. Michalak, and André Uhde. “The Light and Dark Side of TARP.” Journal of Banking and Finance 32, no. 5 (2013): 2586–2604. https://doi.org/10.1016/j.jbankfin.2013.02.020.","apa":"Farruggio, C., Michalak, T. C., & Uhde, A. (2013). The light and dark side of TARP. Journal of Banking and Finance, 32(5), 2586–2604. https://doi.org/10.1016/j.jbankfin.2013.02.020","ieee":"C. Farruggio, T. C. Michalak, and A. Uhde, “The light and dark side of TARP,” Journal of Banking and Finance, vol. 32, no. 5, pp. 2586–2604, 2013, doi: 10.1016/j.jbankfin.2013.02.020."},"volume":32,"user_id":"21810","_id":"4397","page":"2586-2604","jel":["G14","G21","G28"],"status":"public"},{"type":"dissertation","keyword":["Studierverhalten","Hochschuldidaktik","Lernpsychologie","Kulturpsychologie","Bologna-Prozess","Curriculumentwicklung","Hochschulbildung","Study programme","Bologna-process","educational development","cultural psychology","higher education","curriculum development"],"department":[{"_id":"208"},{"_id":"282"}],"date_created":"2018-09-18T11:38:39Z","extern":"1","abstract":[{"lang":"ger","text":"\t\r\nMit 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.\r\n\r\nDiejenigen, 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.\r\n\r\nEs 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."}],"citation":{"mla":"Jenert, Tobias. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen, 2012.","ama":"Jenert T. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen; 2012.","bibtex":"@book{Jenert_2012, title={Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse}, publisher={Universität St. Gallen}, author={Jenert, Tobias}, year={2012} }","apa":"Jenert, T. (2012). Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse. Universität St. Gallen.","ieee":"T. Jenert, Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse. Universität St. Gallen, 2012.","chicago":"Jenert, Tobias. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen, 2012.","short":"T. Jenert, Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit: Theoretische Grundlegung Und Empirische Analyse, Universität St. Gallen, 2012."},"user_id":"51057","_id":"4443","publisher":"Universität St. Gallen","date_updated":"2022-01-06T07:01:04Z","status":"public","year":"2012","title":"Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse","author":[{"first_name":"Tobias","last_name":"Jenert","full_name":"Jenert, Tobias"}]},{"citation":{"chicago":"Farruggio, Christian, Tobias C. Michalak, and André Uhde. “Wealth Effects of Credit Risk Securitization in European Banking.” Journal of Business Finance and Accounting 39, no. 1 & 2 (2012): 193–228. https://doi.org/10.1111/j.1468-5957.2012.02273.x.","short":"C. Farruggio, T.C. Michalak, A. Uhde, Journal of Business Finance and Accounting 39 (2012) 193–228.","ieee":"C. Farruggio, T. C. Michalak, and A. Uhde, “Wealth effects of credit risk securitization in European Banking,” Journal of Business Finance and Accounting, vol. 39, no. 1 & 2, pp. 193–228, 2012, doi: https://doi.org/10.1111/j.1468-5957.2012.02273.x.","apa":"Farruggio, C., Michalak, T. C., & Uhde, A. (2012). Wealth effects of credit risk securitization in European Banking. Journal of Business Finance and Accounting, 39(1 & 2), 193–228. https://doi.org/10.1111/j.1468-5957.2012.02273.x","bibtex":"@article{Farruggio_Michalak_Uhde_2012, title={Wealth effects of credit risk securitization in European Banking}, volume={39}, DOI={https://doi.org/10.1111/j.1468-5957.2012.02273.x}, number={1 & 2}, journal={Journal of Business Finance and Accounting}, author={Farruggio, Christian and Michalak, Tobias C. and Uhde, André}, year={2012}, pages={193–228} }","ama":"Farruggio C, Michalak TC, Uhde A. Wealth effects of credit risk securitization in European Banking. Journal of Business Finance and Accounting. 2012;39(1 & 2):193-228. doi:https://doi.org/10.1111/j.1468-5957.2012.02273.x","mla":"Farruggio, Christian, et al. “Wealth Effects of Credit Risk Securitization in European Banking.” Journal of Business Finance and Accounting, vol. 39, no. 1 & 2, 2012, pp. 193–228, doi:https://doi.org/10.1111/j.1468-5957.2012.02273.x."},"page":"193-228","_id":"4403","user_id":"21810","volume":39,"status":"public","jel":["G","F"],"date_created":"2018-09-14T12:44:33Z","type":"journal_article","keyword":["wealth effects","credit risk securitization","Europe","event study"],"department":[{"_id":"186"},{"_id":"188"}],"issue":"1&2","publication":"Journal of Business Finance and Accounting","extern":"1","abstract":[{"text":"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. ","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"https://doi.org/10.1111/j.1468-5957.2012.02273.x","title":"Wealth effects of credit risk securitization in European Banking","year":"2012","author":[{"full_name":"Farruggio, Christian","last_name":"Farruggio","first_name":"Christian"},{"last_name":"Michalak","first_name":"Tobias C.","full_name":"Michalak, Tobias C."},{"id":"36049","full_name":"Uhde, André","orcid":"https://orcid.org/0000-0002-8058-8857","first_name":"André","last_name":"Uhde"}],"publication_status":"published","date_updated":"2023-01-10T09:35:34Z","intvolume":" 39"}]