@article{24971,
  author       = {{Jenert, Tobias and Kremer, H.-Hugo}},
  journal      = {{bwp@ Berufs- und Wirtschaftspädagogik – online}},
  pages        = {{1--24}},
  title        = {{{Digitale Prozessintegration in berufs- und wirtschaftspädagogischen Studiengängen – Überlegungen zur Professionalität und professionellen Entwicklung}}},
  volume       = {{40}},
  year         = {{2021}},
}

@article{52706,
  abstract     = {{Lehrer*innen können dazu beitragen, dass bestehende soziale Ungleichheiten verstärkt oder auch abgebaut werden. Eine wichtige Rolle spielen dabei der sogenannte Habitus der Lehrer*innen und dessen (Nicht-)Passung zur sozialen Herkunft der Schüler*innen. In diesem Text stelle ich die Frage, wie angehende Lehrer*innen im Studium unterstützt werden können, die Bedeutung eigener habitueller Prägungen für das professionelle Handeln als Lehrperson zu reflektieren. Ganz besonders befasse ich mich mit der Rolle der Lehrer*innenbildner*innen bei der Förderung von solchen habitusreflexiven Kompetenzen. Hier spielen das Selbst der Hochschullehrenden und die bildungsbiographischen Erfahrungen, die auf dem Weg in die Hochschule gemacht wurden, eine wichtige Rolle.}},
  author       = {{Jenert, Tobias}},
  journal      = {{PraxisForschungLehrer*innenbildung}},
  number       = {{5}},
  pages        = {{82--92}},
  title        = {{{Anderssein als Ressource: Habitus und Habitusreflexion in der Lehrer*innenbildung}}},
  doi          = {{10.11576/PFLB-4801}},
  volume       = {{3}},
  year         = {{2021}},
}

@inproceedings{24937,
  author       = {{Sänger, Niklas}},
  location     = {{Bamberg (digitales Format)}},
  title        = {{{Einblicke in die curriculare Entwicklung des wirtschaftspädagogischen Studienangebots mit Hilfe der Fallstudiendidaktik}}},
  year         = {{2021}},
}

@inproceedings{24938,
  author       = {{Sänger, Niklas and Jenert, Tobias}},
  location     = {{Gießen (digitales Format)}},
  title        = {{{Soziale Netzwerke als Treiber und Qualitätsmerkmal einer lehrbezogenen Hochschulentwicklung}}},
  year         = {{2021}},
}

@inproceedings{24932,
  author       = {{Sänger, Niklas}},
  location     = {{Osnabrück (digitales Format)}},
  title        = {{{Bausteine der didaktischen Fallstudienentwicklung für die beruflichen Lehrer*innenbildung im Projekt DiPoLe}}},
  year         = {{2021}},
}

@inproceedings{24936,
  author       = {{Sänger, Niklas and Jenert, Tobias}},
  location     = {{Hannover (digitales Format)}},
  title        = {{{Lehrentwicklungs-Netzwerke und institutionelle Ideen der Hochschullehre}}},
  year         = {{2021}},
}

@article{52705,
  author       = {{Winkler, Christoph and Fust, Alexander and Jenert, Tobias}},
  issn         = {{0047-2778}},
  journal      = {{Journal of Small Business Management}},
  keywords     = {{Management of Technology and Innovation, Strategy and Management, General Business, Management and Accounting}},
  number       = {{4}},
  pages        = {{2071--2096}},
  publisher    = {{Informa UK Limited}},
  title        = {{{From entrepreneurial experience to expertise: A self-regulated learning perspective}}},
  doi          = {{10.1080/00472778.2021.1883041}},
  volume       = {{61}},
  year         = {{2021}},
}

@inbook{52715,
  author       = {{Jenert, Tobias}},
  booktitle    = {{Handbuch Hochschuldidaktik}},
  editor       = {{Kordts-Freudinger, Robert and Schaper, Niklas and Scholkmann, Antonia and Szczyrba, Birgit}},
  isbn         = {{9783825254087}},
  pages        = {{349--362}},
  publisher    = {{UTB}},
  title        = {{{Gestaltung von Studienangeboten. Konzepte, Modelle, Perspektiven}}},
  year         = {{2021}},
}

@article{52704,
  abstract     = {{<jats:p>
Research on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.
</jats:p>}},
  author       = {{Jenert, Tobias and Brahm, Taiga}},
  issn         = {{2295-3159}},
  journal      = {{Frontline Learning Research}},
  keywords     = {{Education}},
  number       = {{2}},
  pages        = {{50--77}},
  publisher    = {{EARLI}},
  title        = {{{The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach}}},
  doi          = {{10.14786/flr.v9i2.669}},
  volume       = {{9}},
  year         = {{2021}},
}

@inproceedings{23880,
  author       = {{Lammers, Stefan and Lieneke, Tobias and Zimmer, Detmar}},
  title        = {{{Development of a Method to Derive Design Guidelines for Production-suitable Support Structures in Metal Laser Powder Bed Fusion}}},
  year         = {{2021}},
}

@inproceedings{46194,
  author       = {{Kenter, Tobias and Shambhu, Adesh and Faghih-Naini, Sara and Aizinger, Vadym}},
  booktitle    = {{Proceedings of the Platform for Advanced Scientific Computing Conference (PASC)}},
  publisher    = {{ACM}},
  title        = {{{Algorithm-hardware co-design of a discontinuous Galerkin shallow-water model for a dataflow architecture on FPGA}}},
  doi          = {{10.1145/3468267.3470617}},
  year         = {{2021}},
}

@article{44683,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>One of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.</jats:p>}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{6}},
  pages        = {{1433--1445}},
  publisher    = {{Springer}},
  title        = {{{How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}}},
  doi          = {{10.1007/s11858-021-01263-0}},
  volume       = {{53}},
  year         = {{2021}},
}

@article{17860,
  abstract     = {{Purpose
The purpose of this paper is to identify strategic options and challenges that arise when an industrial firm moves from providing smart service toward providing a platform.

Design/methodology/approach
This conceptual study takes on a multidisciplinary research perspective that integrates concepts, theories and insights from service management and marketing, information systems and platform economics.

Findings
The paper outlines three platform types – smart data platform, smart product platform and matching platform – as strategic options for firms that wish to evolve from smart service providers to platform providers.

Research limitations/implications
Investigating smart service platforms calls for launching interdisciplinary research initiatives. Promising research avenues are outlined to span boundaries that separate different research disciplines today.

Practical implications
Managing a successful transition from providing smart service toward providing a platform requires making significant investments in IT, platform-related capabilities and skills, as well as implement new approaches toward relationship management and brand-building.

Originality/value
The findings described in this paper are valuable to researchers in multiple disciplines seeking to develop and to justify theory related to platforms in industrial scenarios.}},
  author       = {{Beverungen, Daniel and Kundisch, Dennis and Wünderlich, Nancy}},
  issn         = {{507-532}},
  journal      = {{Journal of Service Management}},
  keywords     = {{Smart service, Platform, Interdisciplinary research, Manufacturing company, Smart service provider, Platform economics, Information systems, Multi-sided markets, Business-to-business (B2B) markets}},
  number       = {{4}},
  pages        = {{507--532}},
  publisher    = {{Emerald Insight}},
  title        = {{{Transforming into a Platform Provider: Strategic Options for Industrial Smart Service Providers}}},
  doi          = {{10.1108/JOSM-03-2020-0066}},
  volume       = {{32}},
  year         = {{2021}},
}

@article{27508,
  abstract     = {{<jats:p>To analyze the influence of suspension kinematics on tire wear, detailed simulation models are required. In this study, a non-linear, flexible multibody model of a rear axle system is built up in the simulation software MSC Adams/View. The physical model comprises the suspension kinematics, compliance, and dynamics as well as the non-linear behavior of the tire using the FTire model. FTire is chosen because it has a separate tire tread model to compute the contact pressure and friction force distribution in the tire contact patch. To build up the simulation model, a large amount of data is needed. Bushings, spring, and damper characteristics are modeled based on measurements. For the structural components (e.g., control arms), reverse engineering techniques are used. The components are 3D-scanned, reworked, and included as a modal reduced finite element (FE)-model using component mode synthesis by Craig–Bampton. Finally, the suspension model is validated by comparing the simulated kinematic and compliance characteristics to experimental results. To investigate the interaction of suspension kinematics and tire wear, straight line driving events, such as acceleration, driving with constant velocity, and deceleration, are simulated with different setups of wheel suspension kinematics. The influence of the setups on the resulting friction work between tire and road is examined, and an exemplarily calculation of tire wear based on a validated FTire tire model is carried out. The results demonstrate, on the one hand, that the chosen concept of elasto-kinematic axle leads to a relatively good match with experimental results and, on the other hand, that there are significant possibilities to reduce tire wear by adjusting the suspension kinematics.</jats:p>}},
  author       = {{Schütte, Jan and Sextro, Walter}},
  issn         = {{2624-8921}},
  journal      = {{Vehicles}},
  pages        = {{233--256}},
  title        = {{{Tire Wear Reduction Based on an Extended Multibody Rear Axle Model}}},
  doi          = {{10.3390/vehicles3020015}},
  year         = {{2021}},
}

@article{37822,
  author       = {{Han, Daxin and Yang, Keke and Meschut, Gerson}},
  issn         = {{0924-0136}},
  journal      = {{Journal of Materials Processing Technology}},
  keywords     = {{Industrial and Manufacturing Engineering, Metals and Alloys, Computer Science Applications, Modeling and Simulation, Ceramics and Composites}},
  publisher    = {{Elsevier BV}},
  title        = {{{Mechanical joining of glass fibre reinforced polymer (GFRP) through an innovative solid self-piercing rivet}}},
  doi          = {{10.1016/j.jmatprotec.2021.117182}},
  volume       = {{296}},
  year         = {{2021}},
}

@article{37644,
  abstract     = {{Research on technological educationininterdisciplinary scienceand socialstudies (Sachunterricht) in German primary schools emphasizes that childrenare generally interested in technology. While several STEAM initiatives point towards a growing recognition of technological literacy, the consideration of technology  education  ininterdisciplinaryscience  and  social  studies  is  quite  underrepresented  in practice as well as in research and teacher training.Takinginto accountthe UN-CRPDclaims foran inclusive educational system andthus alsothe right to equally participate in a free society,participation in  society  through  participation  in  technological  development  is  a  fundamental  common  goal  of technological  and  inclusive  education  and  part  of  widely  recognized  technological  literacy.It  is therefore  not well  understood  how  teaching  and  learning  arrangementscan  consider  and satisfythe needs  of  all  different  students.  The  research  project  the  present  paper  is  part  of  tries to unveil the appearance of student’s basic needs in relation to technological educationfor all children. Thisinitial quantitative part of a grounded theory study examined the subjective significance of basic psychological needs  in interdisciplinary  science  studies  in  primary  educationto  allow for  a well-reasoned  sample choice  for  subsequent  interviews. Quantitative  results  point  towards  some  revisions  regarding  the instrument  used  and  several  implications  on  the  diversity  of  students ́needs  in  science  and  social studies. Future research is needed with larger samples for factor-analysis.}},
  author       = {{Schröer, Franz and Tenberge, Claudia}},
  issn         = {{1893-1774}},
  journal      = {{TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap}},
  keywords     = {{Inclusion, basic needs, Technology Education, Primary Education, autonomy, competence, social relatedness}},
  location     = {{Rauma (FIN)}},
  number       = {{2}},
  pages        = {{322--331}},
  publisher    = {{TECHNE SERIES}},
  title        = {{{Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools}}},
  volume       = {{28}},
  year         = {{2021}},
}

@article{43278,
  author       = {{Hälterlein, Jens}},
  journal      = {{Big Data & Society}},
  number       = {{1}},
  title        = {{{Epistemologies of predictive policing: Mathematical social science, social physics and machine learning}}},
  volume       = {{8}},
  year         = {{2021}},
}

@inbook{29356,
  author       = {{Bernaerts, Lars and Mildorf, Jarmila}},
  booktitle    = {{Audionarratology: Lessons from Radio Drama}},
  editor       = {{Bernaerts, Lars and Mildorf, Jarmila}},
  isbn         = {{978-0-8142-1472-5}},
  pages        = {{1--13}},
  publisher    = {{Ohio State University Press}},
  title        = {{{When Sounds Make Stories: Lessons for Narrative Theory from the Study of Radio Drama}}},
  year         = {{2021}},
}

@inbook{26824,
  author       = {{Mildorf, Jarmila}},
  booktitle    = {{Audionarratology: Lessons from Radio Drama}},
  editor       = {{Bernaerts, Lars and Mildorf, Jarmila}},
  isbn         = {{978-0-8142-1472-5}},
  publisher    = {{Ohio State University Press}},
  title        = {{{Auricularization and Narrative-Epistemic Stance in Louis Nowra’s Echo Point}}},
  year         = {{2021}},
}

@inbook{29354,
  author       = {{Mildorf, Jarmila}},
  booktitle    = {{Tuning in to the Neo-Avantgarde: Experimental Radio Plays in the Postwar Period}},
  editor       = {{Arteel, Inge and Bernaerts, Lars and Bluijs, Siebe  and Verhulst, Pim}},
  isbn         = {{978-1-5261-5571-9}},
  pages        = {{128--149}},
  publisher    = {{Manchester University Press}},
  title        = {{{‘Ja, ja, so schön klingt das Schreckliche’: An Audionarratological Analysis of Andreas Ammer and FM Einheit’s Lost & Found: Das Paradies}}},
  year         = {{2021}},
}