@inproceedings{59990,
  author       = {{Eichler, Andreas and Floren, Henrik and Garnelo Abellanas, Irene and Liebendörfer, Michael and Müller, Raphael and Schürmann, Mirko and Speer, Annabelle}},
  booktitle    = {{INDRUM2024 PROCEEDINGS Fifth conference of the International Network for Didactic Research in University Mathematics}},
  issn         = {{2496-1027 (online)}},
  location     = {{Barcelona}},
  publisher    = {{Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM}},
  title        = {{{Digital STACK tasks and exam results}}},
  doi          = {{https://theses.hal.science/INDRUM2024/hal-04944194v1}},
  year         = {{2024}},
}

@inbook{35681,
  author       = {{Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Schürmann, Mirko and Biehler, Rolf and Schaper, Niclas}},
  booktitle    = {{Practice-Oriented Research in Tertiary Mathematics Education}},
  isbn         = {{9783031141744}},
  issn         = {{1869-4918}},
  pages        = {{91--117}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Framing Goals of Mathematics Support Measures}}},
  doi          = {{10.1007/978-3-031-14175-1_5}},
  year         = {{2023}},
}

@misc{35698,
  author       = {{Schürmann, Mirko and Büdenbender-Kuklinski, C. and Lankeit, Elisa and Liebendörfer, Michael and Hochmuth, R. and Biehler, Rolf and Schaper, N.}},
  publisher    = {{LibreCat University}},
  title        = {{{Dokumentation der Erhebungsinstrumente des Projekts WiGeMath}}},
  doi          = {{10.17170/KOBRA-202205176188}},
  year         = {{2022}},
}

@inbook{42651,
  author       = {{Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Ruge, Johanna and Schürmann, Mirko}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Reinhard, Hochmuth and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{3--31}},
  publisher    = {{Springer}},
  title        = {{{Einführung in das WiGeMath-Projekt: Wirkung und Gelingensbedingungen von Unterstützungsmaßnahmen für mathematikbezogenes Lernen in der Studieneingangsphase}}},
  doi          = {{10.1007/978-3-662-64833-9_1}},
  year         = {{2022}},
}

@inbook{42654,
  author       = {{Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Ruge, Johanna and Schürmann, Mirko}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{33--65}},
  publisher    = {{Springer}},
  title        = {{{Ein Rahmenmodell für hochschuldidaktische Maßnahmen in der Mathematik}}},
  doi          = {{10.1007/978-3-662-64833-9_2}},
  year         = {{2022}},
}

@inbook{42655,
  author       = {{Schürmann, Mirko and Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Ruge, Johanna and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard}},
  booktitle    = {{Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen - Konzepte, Praxisbeispiele und Untersuchungsergebnisse}},
  editor       = {{Hochmuth, Reinhard and Biehler, Rolf and Liebendörfer, Michael and Schaper, Niclas}},
  isbn         = {{9783662648322}},
  issn         = {{2197-8751}},
  pages        = {{67--113}},
  publisher    = {{Springer}},
  title        = {{{Evaluation von Unterstützungsmaßnahmen in mathematikbezogenen Studiengängen}}},
  doi          = {{10.1007/978-3-662-64833-9_3}},
  year         = {{2022}},
}

@inproceedings{40267,
  author       = {{Depenbusch, Sarah and Schürmann, Mirko and Schaper, Niclas and Seifert, Andreas and Schumacher, Jan-Philip and Straatmann, Tammo}},
  location     = {{Glasgow}},
  title        = {{{Effects of Digital Transformation on Job Satisfaction and Employee Retention: An Integrative Framework}}},
  year         = {{2022}},
}

@article{35702,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.</jats:p>}},
  author       = {{Schürmann, Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Hilgert, Joachim}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  number       = {{1}},
  pages        = {{94--120}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Consultation Phases in Mathematics Learning and Support Centres}}},
  doi          = {{10.1007/s40753-021-00154-9}},
  volume       = {{8}},
  year         = {{2021}},
}

@article{24786,
  author       = {{Schürmann, Mirko and Liebendörfer, Michael and Gildehaus, Lara and Schaper, Niclas and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Kuklinski, Christiane and Ruge, Johanna}},
  journal      = {{Sigma newsletter}},
  pages        = {{5--6}},
  title        = {{{Opportunities and Possibilities of a Network of Mathematical Learning and Support Centres in Germany}}},
  volume       = {{22}},
  year         = {{2021}},
}

@article{37231,
  abstract     = {{<jats:title>Zusammenfassung</jats:title><jats:p>In diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird das Instrument zur Diagnose pädagogischer Kompetenzen von Pflegelehrpersonen (PädKomPflege) vorgestellt.</jats:p><jats:p>Die Berufsbildung in der Pflege ist durch sich verändernde inhaltliche und gesetzliche Anforderungen geprägt. Verschiedene landesspezifische rechtliche Vorgaben führen zu einem sehr heterogenen Bild von Qualifikationen und Kompetenzen der Pflegelehrpersonen. Die Anrechnung bereits erworbener Kompetenzen auf pflegepädagogische Studiengänge sowie die Kompetenzerfassung und -bilanzierung in Berufsbildungseinrichtungen spielt daher eine wichtige Rolle. Vor diesem Hintergrund wurde das Instrument PädKomPflege entwickelt und erprobt. Grundlage des Kompetenzmodells sind die Empfehlungen der Kultusministerkonferenz (2004) zu den Standards für die (allgemeine) Lehrerbildung sowie Expertenworkshops und -interviews mit PflegedidaktikerInnen. Die empirische Erprobung erfolgte an einer Stichprobe von 1096 Pflegelehrpersonen. Psychometrische Analysen auf Grundlage der klassischen Testtheorie sowie IRT-basierte Analysen führten zu einer Überarbeitung des Instruments, welches nun als zweisprachiges Online-Self-Assessmenttool (eng./deut.) vorliegt. Die Validierung der deutschsprachigen Version fand anhand von 545 TeilnehmerInnen im Jahr 2016 statt, sodass ein geprüftes Instrument mit 54 Items in den fünf Hauptskalen (Unterricht, Beurteilung, Beratung, Lernortkooperation sowie Organisations- und Schulentwicklung) und 18 Subskalen zur Verfügung steht.</jats:p><jats:p>Sowohl klassische als auch probabilistische Testgütekriterien werden erfüllt. Die Skalen weisen hohe interne Konsistenzen auf (<jats:italic>α</jats:italic> &gt; 0,80) und sind überwiegend konstruktvalide. So lassen sich für 17 der 18 Subskalen ordinale Raschmodelle anpassen. Auf der Ebene der Hauptskalen können Partial Credit Modelle für alle Items von modellkonformen Subskalen einer Hauptskala angepasst werden. Das Instrument kann zur individuellen Kompetenzdiagnostik, zur Identifikation von Bildungsbedarfen in Schulen des Gesundheitswesens und im Kontext beruflicher Bildungsprozesse genutzt werden. In der Onlineversion erhalten Teilnehmende abschließend ein individuelles Kompetenzprofil mit möglichen Vergleichswerten. Das Tool kann begleitend zu Qualifizierungsprozessen als Monitoring-Instrument oder zur individuellen Kompetenzbilanzierung eingesetzt werden.</jats:p>}},
  author       = {{Schürmann, Mirko and Bender, Elena and Grebe, Christian}},
  issn         = {{2366-6145}},
  journal      = {{Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology, Developmental and Educational Psychology, Education, Social Psychology}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen}}},
  doi          = {{10.1007/s11612-021-00574-w}},
  year         = {{2021}},
}

@misc{37234,
  author       = {{Grebe, Christian and Schürmann, Mirko and Latteck, Änne-Dörte}},
  publisher    = {{LibreCat University}},
  title        = {{{Die Health Professionals Competence Scales (HePCoS) zur Kompetenzerfassung in den Gesundheitsfachberufen. Technical Report}}},
  doi          = {{10.13140/RG.2.2.13480.08967/1}},
  year         = {{2021}},
}

@article{33748,
  abstract     = {{<jats:p> Zusammenfassung. In der Arbeit 4.0 ist durch neue Beschäftigungsmöglichkeiten für Mitarbeitende eine Langzeitbindung an ein Unternehmen seltener. Unternehmen reagieren mit flexibilisierten Arbeitsplätzen, um diesem Wunsch der Mitarbeitenden nachzukommen. Flexibilisierung reduziert die Absicht das Unternehmen zu verlassen. Dabei ist wichtig, räumliche und zeitliche Flexibilisierung zu differenzieren. Außerdem gewinnen individuelle Werte bezüglich Stabilität und Kontinuität an Bedeutung und können den Bindungswunsch stärken. Hauptziel dieser Untersuchung ist, anhand eines kontroll- und ressourcentheoretisch fundierten Rahmens in zwei aufeinander aufbauenden Studien ( N = 448, N = 202) die (potenziell unterschiedlich starken) Zusammenhänge von zeitlicher und räumlicher Flexibilisierung mit Mitarbeitendenbindung zu analysieren und zu prüfen, ob sich diese Zusammenhänge bestätigen lassen, wenn zusätzlich individuelle Werte in die Analyse einbezogen werden. Die Ergebnisse zeigen, dass zeitliche und räumliche Flexibilisierung unterschiedlich mit der Bleibeabsicht zusammenhängen. Während zeitliche Flexibilisierung positive Zusammenhänge zeigt, finden sich in Bezug auf räumliche Flexibilisierung keine Zusammenhänge. Werte bezüglich Stabilität und Kontinuität scheinen dabei nicht mit einer stärkeren Mitarbeitendenbindung zusammenzuhängen. </jats:p>}},
  author       = {{Bender, Elena and Schürmann, Mirko and Poethke, Ute and Soyka, Chantal and Schaper, Niclas and Rowold, und Jens}},
  issn         = {{0932-4089}},
  journal      = {{Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology}},
  number       = {{1}},
  pages        = {{14--30}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten           für Mitarbeitendenbindung in der Arbeitswelt 4.0}}},
  doi          = {{10.1026/0932-4089/a000364}},
  volume       = {{66}},
  year         = {{2021}},
}

@article{35712,
  abstract     = {{<jats:title>Abstract</jats:title>
               <jats:p>Mathematics learning support centres (MLSC) are widely established and evaluated in English-speaking countries (such as the UK, Ireland and Australia). In most of these countries, several national surveys on MLSCs exist. They give an overview of the number of MLSCs as well as their characteristics in these countries. In Germany, there is a lack of studies on MLSCs and the landscape of MLSCs has not been described yet. This article presents basic information concerning counts of MLSCs and their characteristics at universities. Based on a three-step approach of analysing university homepages and additional personal contact via email or phone calls, we gathered typical MLSC features (e.g. staff quantities and qualification, opening and support hours, supported study programmes). We analysed 190 universities from a web-based register on study programmes. In total, we found 61 MLSCs located at 51 German universities. Another 16 support centres were specialized on mathematics didactics, which means they focussed on didactical and methodological support for preservice teacher students and often provided different teaching materials. Thirty-eight centres were located at universities (62.3%) and 23 MLSCs at universities of applied sciences and comparable universities (37.7%). The MLSCs were different in their sizes of staff and opening hours, and both the numbers of staff and the service hours differed greatly. The student groups MLSCs at German universities focus on differ concerning characteristics like study programme or semester. We will provide the main categories describing these groups. We seek to answer research questions concerning the characteristics of MLSCs in Germany and discuss the results compared to international findings. This information is useful for further international collaborative research, for example a standardized international survey. From a national perspective, these findings support networking and collaborations between the MLSCs as well. As some German MLSCs are facing financial cuts, these results might help in gaining additional funding.</jats:p>}},
  author       = {{Schürmann, Mirko and Gildehaus, Lara and Liebendörfer, Michael and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard and Kuklinski, Christiane and Lankeit, Elisa}},
  issn         = {{0268-3679}},
  journal      = {{Teaching Mathematics and its Applications: An International Journal of the IMA}},
  keywords     = {{Education, General Mathematics}},
  number       = {{2}},
  pages        = {{99--113}},
  publisher    = {{Oxford University Press (OUP)}},
  title        = {{{Mathematics learning support centres in Germany—an overview}}},
  doi          = {{10.1093/teamat/hraa007}},
  volume       = {{40}},
  year         = {{2020}},
}

@article{24784,
  author       = {{Schürmann, Mirko and Liebendörfer, Michael and Gildehaus, Lara and Schaper, Niclas and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Kuklinski, Christiane and Ruge, Johanna}},
  journal      = {{dghd-Newsletter}},
  pages        = {{24--26}},
  title        = {{{Chancen und Möglichkeiten eines Netzwerks von Mathematischen Lernzentren in Deutschland - Bericht zum digitalen Lernzentrumsworkshop am 22.10.2020}}},
  volume       = {{4/2020}},
  year         = {{2020}},
}

@article{16965,
  author       = {{Schürmann, Mirko and Schaper, Niclas and Liebendörfer, Michael and Biehler, Rolf and Lankeit, Elisa and Hochmuth, Reinhard and Ruge, Johanna and Kuklinski, Christiane}},
  journal      = {{dghd-Newsletter}},
  pages        = {{25--29}},
  title        = {{{Ein Kurzbericht aus dem Forschungsprojekt WiGeMath-Lernzentren als Unterstützungsmaßnahme für mathematikbezogenes Lernen in der Studieneingangsphase}}},
  volume       = {{01/2020}},
  year         = {{2020}},
}

@inbook{16966,
  author       = {{Kuklinski, Christiane and Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Lankeit, Elisa and Leis, Elena and Schürmann, Mirko}},
  booktitle    = {{Proceedings of {CERME} 11}},
  title        = {{{Features of innovative lectures that distinguish them from traditional lectures and their evaluation by attending students}}},
  year         = {{2019}},
}

@article{37225,
  abstract     = {{<jats:p>Abstract. This study investigates factors influencing employeesʼ intention to stay. Therefore, we developed and analyzed a retention model relating to the voluntary turnover model ( Allen et al., 2010 ). We assume that the decision processes for retention and turnover might be similar. Differences can be found in the initiating factors (the drivers for leaving and staying). We combine empirically evident retention drivers, which are weighted regarding their implementation in the organization, with process variables from the turnover model. The model is tested with a sample of 881 German employees using structural equation modeling. Results show a significant indirect effect of the retention drivers on the intention to stay. The influence is mediated by the key attitudes job satisfaction and affective commitment. A psychological contract breach influences the relationship between job satisfaction and intention to stay, but not between affective commitment and intention to stay. We integrated research from Human Resource Management (HRM) into the framework of voluntary turnover.</jats:p>}},
  author       = {{Bender, Elena and Schaper, Niclas and Schürmann, Mirko}},
  issn         = {{0932-4089}},
  journal      = {{Zeitschrift für Arbeits- und Organisationspsychologie}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology}},
  number       = {{4}},
  pages        = {{238--250}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Factors Driving Employeesʼ Intention to Stay}}},
  doi          = {{10.1026/0932-4089/a000313}},
  volume       = {{63}},
  year         = {{2019}},
}

@inproceedings{8575,
  abstract     = {{The transition from high school to university mathematics has proven to be difficult for many students but especially for pre-service secondary teachers. To support these students at mastering this transition, various universities have introduced support measures of various kinds. The WiGeMath project developed a taxonomy that makes it possible to describe and compare these measures concerning their goals as well as their frame characteristics. We will exemplify the use of the taxonomy in the description of one specific innovative measure that was part of the WiGeMath evaluations. Moreover, we will present first results concerning the goal-fulfilment of this measure concerning affective characteristics of the student cohort and their predominant beliefs.}},
  author       = {{Kuklinski, Christiane and Leis, Elena and Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Neuhaus, Silke and Schaper, Niclas and Schürmann, Mirko}},
  booktitle    = {{Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)}},
  editor       = {{Durand-Guerrier, V. and Hochmuth, R. and Goodchild, S. and Hogstad, N.M.}},
  keywords     = {{Beliefs., Motivational developments, Novel approaches to teaching, Teacher education, Transition to and across university mathematics}},
  pages        = {{527--536}},
  publisher    = {{INDRUM Network, University of Agder}},
  title        = {{{Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving}}},
  year         = {{2018}},
}

@inbook{8569,
  author       = {{Biehler, Rolf and Hochmuth, Reinhard and Schaper, Niclas and Kuklinski, Christiane and Lankeit, Elisa and Leis, Elena and Liebendörfer, Michael and Schürmann, Mirko}},
  booktitle    = {{3. Auswertungsworkshop der Begleitforschung. Dokumentation der Projektbeiträge.}},
  editor       = {{Hanft, Anke and Bischoff, Franziska and Kretschmer, Stefanie}},
  pages        = {{32--41}},
  publisher    = {{Carl von Ossietzky Universität Oldenburg}},
  title        = {{{Verbundprojekt WiGeMath: Wirkung und Gelingensbedingungen von Unterstützungsmaßnahmen für mathematikbezogenes Lernen in der Studieneingangsphase}}},
  year         = {{2018}},
}

@techreport{16967,
  author       = {{Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Kuklinski, Christiane and Lankeit, Elisa and Leis, Elena and Liebendörfer, Michael and Schürmann, Mirko}},
  title        = {{{Wirkung und Gelingensbedingungen von Unterstützungsmaßnahmen für mathmatikbezogenes Lernen in der Studieneingangsphase : Schlussbericht: Teilprojekt A der Leibniz Universität Hannover, Teilprojekte B und C der Universität Paderborn: Berichtszeitraum: 01.03.2015-31.08.2018}}},
  doi          = {{10.2314/KXP:1689534117}},
  year         = {{2018}},
}