@inproceedings{4476,
  abstract     = {{Auseinandersetzungen über Forschungsmethodologien haben in den Bildungswissenschaften lange Tradition. Sie werden häufig unversöhnlich und mit Profilierung der Gegensätze geführt. Für uns hängt die Sinnhaftigkeit einer Forschungskonzeption von der Problemstellung und dem Erkenntnisinteresse ab. Dies gilt auch für Design-Based Research (DBR). Dieser Ansatz entstand als Reaktion auf die Kritik an mangelnder praktischer Anwendung von Befunden aus der empirisch-analytischen Lehr-Lernforschung. Als Ergebnis werden Theorien angestrebt, die für die Praxis einen Nutzen bieten und zugleich über die Anwendung in einer singulären Situation hinausgehen. Wir wollen folgenden Fragen nachgehen: Wo liegen die Gemeinsamkeiten, wo die Spezifika von DBR gegenüber bestehenden Methodologien? Wie wird der Generalisierungsanspruch von Theorien innerhalb von DBR verstanden und umgesetzt? Für welche Erkenntnisinteressen eignet sich DBR? Welche Methoden sind für DBR sinnvoll und können wie angewendet werden?}},
  author       = {{Brahm, Taiga and Jenert, Tobias}},
  keywords     = {{design-based research, gestatlungsbasierte Forschung, Erziehungswissenschaft, Design, Mixed Methods}},
  location     = {{Berlin}},
  publisher    = {{Humboldt-Universität}},
  title        = {{{Wie kann über DBR die wissenschaftliche und praktische Relevanz der Forschung gesichert werden?}}},
  year         = {{2014}},
}

@article{4425,
  abstract     = {{Designbasierte Forschung zielt darauf, praktische Problemstellungen zu lösen und gleichzeitig wissenschaftliche Theorien (weiter) zu entwickeln. Dabei durchläuft designbasierte Forschung in der Regel die Phasen der Problemdefinition, der Entwicklung eines didaktischen Designs, der zyklischen Design-Implementation sowie der Evaluation und Reflexion in enger Kooperation von Wissenschaft und Praxis. Inwieweit es mittels designbasierter Forschung gelingen kann, wissenschaftliche Gültigkeit und praktische Relevanz von Forschung gleichermassen zu steigern, wird im Beitrag anhand des Konzepts multipler Signifikanzen erörtert. Dabei wird diskutiert, wie die Gestaltung der Kooperation von Forschenden und Praktikern/-innen dazu beitragen kann, die praktische, statistische, klinische und wirtschaftliche Signifikanz des designbasierten Forschungsprozesses sicherzustellen.}},
  author       = {{Brahm, Taiga and Jenert, Tobias}},
  issn         = {{0172-2875}},
  journal      = {{Zeitschrift für Berufs-und Wirtschaftspädagogik-Beihefte (ZBW-B)}},
  keywords     = {{Design-based research, design research, validity, significance, Bildungsforschung, designbasierte Forschung, Wissenschafts-Praxis-Kommunikation}},
  number       = {{Band 27}},
  pages        = {{45--62}},
  publisher    = {{Steiner}},
  title        = {{{Wissenschafts-Praxis-Kooperation in designbasierter Forschung: Im Spannungsfeld zwischen wissenschaftlicher Gültigkeit und praktischer Relevanz}}},
  year         = {{2014}},
}

@inproceedings{4477,
  abstract     = {{The aim of this qualitative study is first to investigate the attitude development of students in their initial year at university. College effectiveness research has shown that attitudes towards studying as well as to one's university are key factors influencing student engagement. Up to now, little is known about the processes through which such attitudes develop. Based on the theory of planned behaviour (Ajzen & Fishbein, 1980), the study addresses this research gap in three parts: a) development paths of students' attitudes towards studying and the university; b) the normative behaviour of the fellow students as well as significant persons, c) university-related experiences during the first year influencing students' attitude development. 
To answer these research questions, a series of five interviews was conducted throughout the first year with a total of 13 first-year students at the University of St. Gallen/Switzerland. Data analysis was performed referring to the procedures suggested by Neale (2012) for qualitative longitudinal data. To master the challenge of displaying developments over time, graphical analysis was used to construct a case history (cf. Henderson, Holland et al., 2012) for each individual. Regarding the students' developments over time, the analysis shows the participants' attitudes towards the university became more differentiated over time. A second major result concerns frictions between students' own attitudes and what they perceive to be the dominant normative behaviour. It became obvious that this developmental process is influenced by concrete incidents students experience during the first year and thus, can be shaped by structural changes.}},
  author       = {{Jenert, Tobias and Brahm, Taiga}},
  keywords     = {{student attitudes, qualitative research, longitudinal study, student motivation}},
  location     = {{München}},
  publisher    = {{EARLI European Association for Research on Learning and Instruction}},
  title        = {{{How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study}}},
  year         = {{2013}},
}

@inproceedings{4698,
  author       = {{Gregor, Shirley and Müller, Oliver and Seidel, Stefan}},
  booktitle    = {{European Conference on Information Systems}},
  keywords     = {{Abstraction, Affordances, Design Science Research, Design Theory, Information Systems Development, Reflection, Theorizing}},
  title        = {{{Reflection, abstraction and theorizing in design and development research}}},
  year         = {{2013}},
}

@article{4700,
  author       = {{Becker, Jorg and Beverungen, Daniel and Knackstedt, Ralf and Matzner, Martin and Müller, Oliver and Pöppelbuss, Jens}},
  isbn         = {{0018-9391}},
  issn         = {{00189391}},
  journal      = {{IEEE Transactions on Engineering Management}},
  keywords     = {{Action research, boundary spanning, business process management (BPM), service blueprinting, service networks}},
  number       = {{3}},
  pages        = {{468----482}},
  title        = {{{Bridging the gap between manufacturing and service through IT-based boundary objects}}},
  doi          = {{10.1109/TEM.2012.2214770}},
  year         = {{2013}},
}

@article{32168,
  abstract     = {{Based on a cultural-historical and dialogical conceptualization of thinking and speech as formulated in Soviet psychology and linguistics of the 1920s and 1930s, this article seeks to reflect upon a congruent way of investigating writing as a cognitive and communicative activity. What has to be taken into account when developing a methodology for writing research from a cultural-historical and dialogical perspective? Firstly, writing is not separated from other forms of speech activity like interpersonal and intrapersonal speech. Thus, inner dialogue and the addressed character of writing become crucial notions to be methodologically considered. Secondly, contrary to current writing research traditions such as literacy studies and studies of the writing process in cognitive psychology, both individual writing processes and socio-cultural writing practices as well as their relationship must be considered. These reflections lead towards the conclusion that writing is not fully accessible to external observation or to introspection. In consequence, a suggestion of a methodological approach is given, inspired by the activity theoretically informed method of auto-confrontation. The proposed method consists of two phases: a) videotaping of a writing episode and b) co-analysis of the videotaped writing episode in dialogue between writer and researcher. The second phase transfers the writing activity into a new context where understanding it becomes possible. The co-analysis makes involved positions audible: positions of the writer and of the researcher, of real and imagined readers as well as intersubjective and community-related positions. Finally, implications of the proposed research setting are discussed and evaluated with regard to the theoretical grounding. An instance of the methodology to be sketched in this article was developed in the context of the author’s dissertation project in preparation at Ludwig-Maximilians-Universität in Munich, Germany with the working title «Writing processes and writing practices. A conceptualization from a dialogical perspective». The project is funded by scholarships of Universität Bayern e.V. and Ludwig-Maximilians-Universität.}},
  author       = {{Karsten, Andrea}},
  journal      = {{Cultural-Historical Psychology}},
  keywords     = {{writing, writing research, dialogue, dialogical perspective, auto-confrontation}},
  pages        = {{91 -- 98}},
  title        = {{{Towards Cultural-Historical and Dialogical Writing Research – Some Methodological Considerations}}},
  volume       = {{4}},
  year         = {{2010}},
}

@inproceedings{8915,
  abstract     = {{Ultrasonic linear motors have now been investigated for several years. Their key features are high thrust forces related to their volume and good position-accuracy. This contribution consists of two main parts. In the first part we describe the state-of-the-art of linear piezoelectric motors. Characteristics like no-load velocity, maximum thrust force and other technical properties of commercially available devices will be reported as well as those of prototypes. In the second part we report an ongoing research and development project aiming at a linear piezoelectric motor, which is capable of surpassing some of the shortcomings of other piezoelectric motors}},
  author       = {{Hemsel, Tobias and Wallaschek, Jörg}},
  booktitle    = {{Ultrasonics Symposium, 2000 IEEE}},
  issn         = {{1051-0117}},
  keywords     = {{linear motors, ultrasonic motors, linear piezoelectric motor, maximum thrust force, no-load velocity, ultrasonic linear motor, Electromagnetic devices, Electromagnetic fields, Frequency, Friction, Gears, Materials science and technology, Piezoelectric materials, Research and development, Vibrations, Wheels}},
  pages        = {{663--666 vol.1}},
  title        = {{{State of the art and development trends of ultrasonic linear motors}}},
  doi          = {{10.1109/ULTSYM.2000.922635}},
  volume       = {{1}},
  year         = {{2000}},
}