---
_id: '48366'
abstract:
- lang: eng
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.'
article_number: '24'
article_type: original
author:
- first_name: Lisa
full_name: Mordhorst, Lisa
id: '81839'
last_name: Mordhorst
- first_name: Bernd
full_name: Gössling, Bernd
last_name: Gössling
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'
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'
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} }'
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.'
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.'
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.'
short: L. Mordhorst, B. Gössling, EDeR. Educational Design Research 4 (2020).
date_created: 2023-10-20T16:30:26Z
date_updated: 2023-10-20T16:35:36Z
doi: 10.15460/eder.4.1.1482
intvolume: ' 4'
issue: '1'
keyword:
- Dual study programmes
- Design challenges
- Pedagogic development of HEIs
- Literature review
- Study programme development
- DBR cycle
language:
- iso: eng
publication: EDeR. Educational Design Research
publication_identifier:
issn:
- 2511-0667
publication_status: published
publisher: Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky
status: public
title: 'Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement
as a Starting Point for Interventions'
type: journal_article
user_id: '81839'
volume: 4
year: '2020'
...
---
_id: '13146'
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.
author:
- first_name: Benjamin
full_name: Hippert, Benjamin
id: '48476'
last_name: Hippert
citation:
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.
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.
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} }'
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.
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.
mla: Hippert, Benjamin. The Relationship between Announcements of Complete Mergers
and Acquisitions and Acquirers’ Abnormal CDS Spread Changes. 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.
date_created: 2019-09-06T08:56:48Z
date_updated: 2022-01-06T06:51:29Z
department:
- _id: '186'
- _id: '188'
jel:
- G14
- G34
keyword:
- credit default swaps
- risk perception of CDS investors
- mergers and acquisitions
- event study
language:
- iso: eng
place: Working Papers Dissertations from Paderborn University, Faculty of Business
Administration and Economics
series_title: No 52
status: public
title: The relationship between announcements of complete mergers and acquisitions
and acquirers' abnormal CDS spread changes
type: working_paper
user_id: '21810'
year: '2019'
...
---
_id: '36004'
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. '
author:
- first_name: Sascha Tobias
full_name: Wengerek, Sascha Tobias
last_name: Wengerek
- first_name: André
full_name: Uhde, André
id: '36049'
last_name: Uhde
citation:
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.
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.
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} }'
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.
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.
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.
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.
date_created: 2023-01-11T10:57:04Z
date_updated: 2023-01-11T11:05:30Z
department:
- _id: '186'
- _id: '188'
jel:
- F14
- F18
- F23
- F51
keyword:
- event study
- international relations
- protectionism
- strategic trade policy
- tariffs
- trade conflict
language:
- iso: eng
publication_status: published
publisher: Paderborn University
status: public
title: Share price reactions to tariff imposition announcements in the Trump era –
An event study of the trade conflict
type: working_paper
user_id: '21810'
year: '2019'
...
---
_id: '15392'
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."
author:
- first_name: André
full_name: Uhde, André
id: '36049'
last_name: Uhde
orcid: https://orcid.org/0000-0002-8058-8857
- first_name: Benjamin
full_name: Hippert, Benjamin
id: '48476'
last_name: Hippert
citation:
ama: Uhde A, Hippert B. 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.
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} }'
chicago: Uhde, André, and Benjamin Hippert. The Relationship between Announcements
of Complete Mergers and Acquisitions and Acquirers’ Abnormal CDS-Spread Changes,
2019.
ieee: A. Uhde and B. 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.
short: A. Uhde, B. Hippert, The Relationship between Announcements of Complete Mergers
and Acquisitions and Acquirers’ Abnormal CDS-Spread Changes, 2019.
date_created: 2019-12-18T15:53:47Z
date_updated: 2024-04-17T13:35:41Z
department:
- _id: '19'
- _id: '186'
jel:
- G14
- G34
keyword:
- credit default swaps
- risk perception of CDS investors
- mergers and acquisitions
- event study
language:
- iso: eng
status: public
title: The relationship between announcements of complete mergers and acquisitions
and acquirers' abnormal CDS-Spread changes
type: working_paper
user_id: '36049'
year: '2019'
...
---
_id: '5586'
abstract:
- lang: eng
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.
author:
- first_name: Eva
full_name: Weishäupl, Eva
last_name: Weishäupl
- first_name: Emrah
full_name: Yasasin, Emrah
last_name: Yasasin
- first_name: Guido
full_name: Schryen, Guido
id: '72850'
last_name: Schryen
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.'
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.'
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} }'
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.'
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.'
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.
date_created: 2018-11-14T11:24:37Z
date_updated: 2022-01-06T07:02:03Z
ddc:
- '000'
department:
- _id: '277'
extern: '1'
file:
- access_level: open_access
content_type: application/pdf
creator: hsiemes
date_created: 2018-12-07T11:26:53Z
date_updated: 2018-12-13T15:06:10Z
file_id: '6022'
file_name: JOURNAL VERSION.pdf
file_size: 809490
relation: main_file
file_date_updated: 2018-12-13T15:06:10Z
has_accepted_license: '1'
intvolume: ' 77'
keyword:
- Information Security Investments
- Multiple Case Study
- Organizations
- Single Loop Learning
- Double Loop Learning
language:
- iso: eng
oa: '1'
page: 807 - 823
publication: Computers & Security
publisher: Elsevier
status: public
title: 'Information Security Investments: An Exploratory Multiple Case Study on Decision-Making,
Evaluation and Learning'
type: journal_article
user_id: '61579'
volume: 77
year: '2018'
...
---
_id: '28348'
abstract:
- lang: eng
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.
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
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'
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'
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}
}'
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.'
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.'
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.'
short: M. Müller, The Canadian Modern Language Review 73 (2017) 24–47.
date_created: 2021-12-07T10:18:50Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.3138/cmlr.3319
extern: '1'
intvolume: ' 73'
issue: '1'
keyword:
- individual differences
- learner beliefs
- narrative analysis
- sojourn objectives and evaluations
- study abroad
language:
- iso: eng
page: 24-47
publication: The Canadian Modern Language Review
publication_identifier:
issn:
- 0008-4506
- 1710-1131
publication_status: published
status: public
title: '“As a person, I feel I’ve changed pretty immensely”: Sojourners’ aspirations
and self-perceived achievements'
type: journal_article
user_id: '71540'
volume: 73
year: '2017'
...
---
_id: '28354'
abstract:
- lang: eng
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."
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
- first_name: Barbara
full_name: Schmenk, Barbara
last_name: Schmenk
citation:
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'
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'
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} }'
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.'
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.'
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.'
short: M. Müller, B. Schmenk, International Journal of Applied Linguistics 27 (2017)
132–151.
date_created: 2021-12-07T12:46:22Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1111/ijal.12109
extern: '1'
intvolume: ' 27'
issue: '1'
keyword:
- learner identity
- study abroad
- pronunciation
- native-speaker ideal
- critical discourse analysis
language:
- iso: eng
page: 132-151
publication: International Journal of Applied Linguistics
publication_identifier:
issn:
- 0802-6106
publication_status: published
status: public
title: 'Narrating the sound of self: The role of pronunciation in learners’ self-constructions
in study-abroad contexts'
type: journal_article
user_id: '71540'
volume: 27
year: '2017'
...
---
_id: '28355'
abstract:
- lang: eng
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.
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
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'
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'
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} }'
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.'
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.'
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.'
short: M. Müller, Journal of Second Language Pronunciation 2 (2016) 108–142.
date_created: 2021-12-07T12:50:39Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1075/jslp.2.1.05mul
extern: '1'
intvolume: ' 2'
issue: '1'
keyword:
- pronunciation learning
- study abroad
- qualitative approach
- narrative analysis
- learner beliefs
- socio-psychological learning factors
language:
- iso: eng
page: 108-142
publication: Journal of Second Language Pronunciation
publication_identifier:
issn:
- 2215-1931
- 2215-194X
publication_status: published
status: public
title: 'Listening to learners’ voices: Qualitative aspects of pronunciation learning
during study abroad'
type: journal_article
user_id: '71540'
volume: 2
year: '2016'
...
---
_id: '4421'
abstract:
- lang: eng
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.
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
- first_name: Dietrich
full_name: Wagner, Dietrich
last_name: Wagner
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'
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'
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} }'
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.'
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.'
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.
date_created: 2018-09-18T08:58:54Z
date_updated: 2022-01-06T07:01:03Z
department:
- _id: '208'
- _id: '282'
doi: 10.1007/s10734-016-0095-8
extern: '1'
intvolume: ' 73'
issue: '3'
keyword:
- Transition to higher education
- Motivation
- Longitudinal study
- Socio-cultural factors
- Latent change model
- Switzerland
page: 459-478
publication: Higher Education
publication_identifier:
issn:
- 0018-1560
- 1573-174X
publication_status: published
publisher: Springer Nature
status: public
title: 'The crucial first year: a longitudinal study of students’ motivational development
at a Swiss Business School'
type: journal_article
user_id: '51057'
volume: 73
year: '2016'
...
---
_id: '4951'
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.
article_type: original
author:
- first_name: Stefanie
full_name: Paluch, Stefanie
last_name: Paluch
- first_name: Nancy
full_name: Wünderlich, Nancy
id: '36392'
last_name: Wünderlich
citation:
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.
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.
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} }'
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.'
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.
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.
short: S. Paluch, N. Wünderlich, Journal of Business Research 69 (2016) 2424--2431.
date_created: 2018-10-26T10:20:07Z
date_updated: 2022-01-06T07:01:30Z
department:
- _id: '178'
- _id: '181'
intvolume: ' 69'
issue: '7'
keyword:
- Risk perception
- Technology-based service innovations
- Business-to-business context
- Interview study
- Risk categories
- Smart service
language:
- iso: eng
page: 2424--2431
publication: Journal of business Research
publication_status: published
publisher: Elsevier
status: public
title: Contrasting Risk Perceptions of Technology-Based Service Innovations in Inter-Organizational
Settings.
type: journal_article
user_id: '37741'
volume: 69
year: '2016'
...
---
_id: '30993'
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."
author:
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
citation:
ama: 'Kullmann H. Kollegiale Kooperation im Lehrerberuf. In: Rothland M, ed. Beruf
Lehrer/Lehrerin. Ein Studienbuch. Waxmann; 2016:333–349.'
apa: Kullmann, H. (2016). Kollegiale Kooperation im Lehrerberuf. In M. Rothland
(Ed.), Beruf Lehrer/Lehrerin. Ein Studienbuch (pp. 333–349). Waxmann.
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}
}'
chicago: 'Kullmann, Harry. “Kollegiale Kooperation im Lehrerberuf.” In Beruf
Lehrer/Lehrerin. Ein Studienbuch, edited by Martin Rothland, 333–349. Münster:
Waxmann, 2016.'
ieee: 'H. Kullmann, “Kollegiale Kooperation im Lehrerberuf,” in Beruf Lehrer/Lehrerin.
Ein Studienbuch, M. Rothland, Ed. Münster: Waxmann, 2016, pp. 333–349.'
mla: Kullmann, Harry. “Kollegiale Kooperation im Lehrerberuf.” Beruf Lehrer/Lehrerin.
Ein Studienbuch, edited by Martin Rothland, Waxmann, 2016, pp. 333–349.
short: 'H. Kullmann, in: M. Rothland (Ed.), Beruf Lehrer/Lehrerin. Ein Studienbuch,
Waxmann, Münster, 2016, pp. 333–349.'
date_created: 2022-05-03T06:04:42Z
date_updated: 2026-08-17T14:20:20Z
department:
- _id: '556'
editor:
- first_name: Martin
full_name: Rothland, Martin
last_name: Rothland
jel:
- I24
keyword:
- Kooperation
- Problemlöseschule
- Prozess- und Ertragsmodell zur Lehrerkooperation
- Unterrichtsstudie/Lesson Study
- Professionelle Lerngemeinschaft
- Community of Practice
- Modellierung von Intensität und Wertigkeit der Kooperation
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.utb.de/doi/epdf/10.36198/9783838586809
oa: '1'
page: 333–349
place: Münster
publication: Beruf Lehrer/Lehrerin. Ein Studienbuch
publication_identifier:
isbn:
- 978-3-8252-8680-4
publication_status: published
publisher: Waxmann
status: public
title: Kollegiale Kooperation im Lehrerberuf
type: book_chapter
user_id: '105186'
year: '2016'
...
---
_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."
alternative_title:
- Educational Development in a Changing World
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Franziska
full_name: Zellweger, Franziska
last_name: Zellweger
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Geri
full_name: Thomann, Geri
last_name: Thomann
citation:
ama: 'Brahm T, Zellweger F, Jenert T, Thomann G. Developing study programs as a
continuous task-the role of educational developers. In: ; 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.'
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}
}'
chicago: Brahm, Taiga, Franziska Zellweger, Tobias Jenert, and Geri Thomann. “Developing
Study Programs as a Continuous Task-the Role of Educational Developers,” 2014.
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.'
mla: Brahm, Taiga, et al. Developing Study Programs as a Continuous Task-the
Role of Educational Developers. 2014.
short: 'T. Brahm, F. Zellweger, T. Jenert, G. Thomann, in: 2014.'
conference:
end_date: 2014-0618
location: Stockholm
name: 'ICED 2014 : Educational Development in a Changing World'
start_date: 2014-06-16
date_created: 2018-09-18T13:30:30Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- curriculum development
- study programs
- Bologna
- educational development
- higher education
status: public
title: Developing study programs as a continuous task-the role of educational developers
type: conference
user_id: '51057'
year: '2014'
...
---
_id: '4474'
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.
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Brahm T, Jenert T. The crucial first year: The development of students’ motivation
at a Business School-a Mixed Methods Study. In: ; 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.'
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} }'
chicago: 'Brahm, Taiga, and Tobias Jenert. “The Crucial First Year: The Development
of Students’ Motivation at a Business School-a Mixed Methods Study,” 2014.'
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.'
mla: '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.'
conference:
end_date: 2014-08-22
location: Leuven
name: SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning
and Instruction Earli SIG Conference 2014
start_date: 2014-08-20
date_created: 2018-09-19T08:06:46Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- motivation
- business school
- higher education
- latent growth curve model
- longitudinal study
- mixed methods
- interview
- students
status: public
title: 'The crucial first year: The development of students'' motivation at a Business
School-a Mixed Methods Study'
type: conference
user_id: '51057'
year: '2014'
...
---
_id: '35684'
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"
author:
- first_name: Yvonne
full_name: Gramzow, Yvonne
id: '9605'
last_name: Gramzow
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
- first_name: Peter
full_name: Reinhold, Peter
id: '416'
last_name: Reinhold
citation:
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.'
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).'
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} }'
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.'
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.'
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.'
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.'
corporate_editor:
- European Science Education Research Association
date_created: 2023-01-10T09:00:27Z
date_updated: 2023-06-08T16:24:53Z
department:
- _id: '299'
editor:
- first_name: Costas P.
full_name: Constantinou, Costas P.
last_name: Constantinou
- first_name: Nikos
full_name: Papadouris, Nikos
last_name: Papadouris
- first_name: Angela
full_name: Hadjigeorgiou, Angela
last_name: Hadjigeorgiou
keyword:
- PCK
- teacher education
- physics
- think aloud study
language:
- iso: eng
page: 20-27
place: Nicosia, Cyprus
publication: 'E-Book Proceedings of the ESERA 2013 Conference: Science Education Research
For Evidence-based Teaching and Coherence in Learning. Part 13'
status: public
title: ' Prospective physics teachers'' pedagogical content knowledge. Validating
a test instrument by using a think aloud study'
type: conference
user_id: '84746'
year: '2014'
...
---
_id: '28353'
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."
article_type: original
author:
- first_name: Mareike
full_name: Müller, Mareike
id: '71540'
last_name: Müller
citation:
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'
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'
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}
}'
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.'
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.'
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.'
short: M. Müller, Foreign Language Annals 46 (2013) 213–229.
date_created: 2021-12-07T12:37:11Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1111/flan.12024
extern: '1'
intvolume: ' 46'
issue: '2'
keyword:
- critical language awareness
- native‐speaker ideal
- pronunciation
- study abroad
- translingual and transcultural competence
language:
- iso: eng
page: 213-229
publication: Foreign Language Annals
publication_identifier:
issn:
- 0015-718X
- 1944-9720
publication_status: published
status: public
title: 'Conceptualizing pronunciation as part of translingual/transcultural competence:
New impulses for SLA research and the L2 classroom'
type: journal_article
user_id: '71540'
volume: 46
year: '2013'
...
---
_id: '4477'
abstract:
- lang: eng
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."
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
citation:
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.'
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.'
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} }'
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.'
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.'
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.'
short: 'T. Jenert, T. Brahm, in: EARLI European Association for Research on Learning
and Instruction, 2013.'
conference:
end_date: 2013-08-31
location: München
name: 15th Biennial EARLI Conference
start_date: 2013-08-27
date_created: 2018-09-19T08:19:05Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- student attitudes
- qualitative research
- longitudinal study
- student motivation
publisher: EARLI European Association for Research on Learning and Instruction
status: public
title: 'How Business Students Attitudes towards their University and Studying Develop
during the First Year: A Qualitative Longitudinal Study'
type: conference
user_id: '51057'
year: '2013'
...
---
_id: '13323'
abstract:
- lang: eng
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.
author:
- first_name: Hendrik
full_name: Kalb, Hendrik
last_name: Kalb
- first_name: Paraskevi
full_name: Lazaridou, Paraskevi
last_name: Lazaridou
- first_name: Edward
full_name: Pinsent, Edward
last_name: Pinsent
- first_name: Matthias
full_name: Trier, Matthias
id: '72744'
last_name: Trier
citation:
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.'
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.'
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} }'
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.'
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.'
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.'
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.'
date_created: 2019-09-19T12:12:21Z
date_updated: 2022-01-06T06:51:33Z
department:
- _id: '198'
keyword:
- Interoperability
- Web Archives
- Digital Libraries
- Delphi Study
language:
- iso: eng
page: 19-28
place: Portugal
publication: Proceedings of the 10th International Conference on Preservation of Digital
Objects
publication_identifier:
isbn:
- '9789725654934'
publisher: Biblioteca Nacional de Portugal
status: public
title: 'Interoperability of Web Archives and Digital Libraries: A Delphi Study'
type: conference
user_id: '62809'
year: '2013'
...
---
_id: '4397'
abstract:
- lang: eng
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. '
author:
- first_name: Christian
full_name: Farruggio, Christian
last_name: Farruggio
- first_name: Tobias C.
full_name: Michalak, Tobias C.
last_name: Michalak
- first_name: André
full_name: Uhde, André
id: '36049'
last_name: Uhde
orcid: https://orcid.org/0000-0002-8058-8857
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
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
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} }'
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.'
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.'
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.
date_created: 2018-09-14T11:40:31Z
date_updated: 2023-01-10T09:37:43Z
department:
- _id: '186'
- _id: '188'
doi: 10.1016/j.jbankfin.2013.02.020
intvolume: ' 32'
issue: '5'
jel:
- G14
- G21
- G28
keyword:
- Financial crisis
- TARP
- Market efficiency
- Event study
language:
- iso: eng
page: 2586-2604
publication: Journal of Banking and Finance
publication_status: published
status: public
title: The light and dark side of TARP
type: journal_article
user_id: '21810'
volume: 32
year: '2013'
...
---
_id: '4443'
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."
author:
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
citation:
ama: 'Jenert T. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit:
Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen; 2012.'
apa: 'Jenert, T. (2012). Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit:
Theoretische Grundlegung und empirische Analyse. Universität St. Gallen.'
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} }'
chicago: 'Jenert, Tobias. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit:
Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen, 2012.'
ieee: 'T. Jenert, Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit:
Theoretische Grundlegung und empirische Analyse. Universität St. Gallen, 2012.'
mla: '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.'
date_created: 2018-09-18T11:38:39Z
date_updated: 2022-01-06T07:01:04Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Studierverhalten
- Hochschuldidaktik
- Lernpsychologie
- Kulturpsychologie
- Bologna-Prozess
- Curriculumentwicklung
- Hochschulbildung
- Study programme
- Bologna-process
- educational development
- cultural psychology
- higher education
- curriculum development
publisher: Universität St. Gallen
status: public
title: 'Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische
Grundlegung und empirische Analyse'
type: dissertation
user_id: '51057'
year: '2012'
...
---
_id: '4403'
abstract:
- lang: eng
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. '
author:
- first_name: Christian
full_name: Farruggio, Christian
last_name: Farruggio
- first_name: Tobias C.
full_name: Michalak, Tobias C.
last_name: Michalak
- first_name: André
full_name: Uhde, André
id: '36049'
last_name: Uhde
orcid: https://orcid.org/0000-0002-8058-8857
citation:
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
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}
}'
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.'
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.'
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.
short: C. Farruggio, T.C. Michalak, A. Uhde, Journal of Business Finance and Accounting
39 (2012) 193–228.
date_created: 2018-09-14T12:44:33Z
date_updated: 2023-01-10T09:35:34Z
department:
- _id: '186'
- _id: '188'
doi: https://doi.org/10.1111/j.1468-5957.2012.02273.x
extern: '1'
intvolume: ' 39'
issue: 1&2
jel:
- G
- F
keyword:
- wealth effects
- credit risk securitization
- Europe
- event study
language:
- iso: eng
page: 193-228
publication: Journal of Business Finance and Accounting
publication_status: published
status: public
title: Wealth effects of credit risk securitization in European Banking
type: journal_article
user_id: '21810'
volume: 39
year: '2012'
...