@inbook{6300, author = {{Fischer, Holger Gerhard and Nebe, Karsten and Klompmaker, Florian}}, booktitle = {{Human Centered Design}}, editor = {{Kurosu, Masaaki}}, isbn = {{9783642217524}}, issn = {{0302-9743}}, location = {{Orlando, USA}}, pages = {{28--37}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{A Holistic Model for Integrating Usability Engineering and Software Engineering Enriched with Marketing Activities}}}, doi = {{10.1007/978-3-642-21753-1_4}}, volume = {{6776}}, year = {{2011}}, } @inproceedings{6301, author = {{Fischer, Holger Gerhard and Bogner, Christian and Geis, Thomas and Polkehn, Knut and Zimmermann, Dirk}}, booktitle = {{Jahresband Usability Professionals}}, pages = {{72--74}}, publisher = {{German UPA}}, title = {{{Der Qualitätsstandard für Usability Engineering der German UPA – Aktueller Stand der Arbeiten}}}, year = {{2011}}, } @inproceedings{6302, author = {{Zapkau, F B and Schwens, C and Steinmetz, Holger and Kabst, Rüdiger}}, title = {{{Disentangling the Effect of Prior Entrepreneurial Exposure on Entrepreneurial Intention – An empirical Analysis based on the Theory of Planned Behavior}}}, year = {{2011}}, } @inproceedings{6304, author = {{Maekelburger, B and Zapkau, F B and Kabst, Rüdiger}}, title = {{{The influence of entrepreneurial traits on the strategic orientation and new product success in high-technology firms}}}, year = {{2011}}, } @misc{6389, author = {{Kabst, Rüdiger and Wehner, M C}}, title = {{{Methodology of the Cranet Survey - International Executive Report 2011, Cranfield}}}, year = {{2011}}, } @article{6417, author = {{Sloane, Peter F. E. and Kremer, H.-Hugo and Krakau, U.}}, journal = {{Wirtschaft und Erziehung}}, number = {{10}}, pages = {{311--318}}, title = {{{Innovative Lehrkräfte- und Schulentwicklung. Das Wirtschaftspädagogische Graduiertenkolleg der Universität Paderborn}}}, year = {{2011}}, } @misc{642, author = {{Diehl, Matthias}}, publisher = {{Universität Paderborn}}, title = {{{Vorteile der Paketbildung in Verhandlungen: Ein prozeduraler Zugang zu Superadditivität}}}, year = {{2011}}, } @article{6425, abstract = {{Recently, many efforts have been made to develop more efficient Inter-Vehicle Communication (IVC) protocols for on-demand route planning according to observed traffic congestion or incidents, as well as for safety applications. Because practical experiments are often not feasible, simulation of network protocol behavior in Vehicular Ad Hoc Network (VANET) scenarios is strongly demanded for evaluating the applicability of developed network protocols. In this work, we discuss the need for bidirectional coupling of network simulation and road traffic microsimulation for evaluating IVC protocols. As the selection of a mobility model influences the outcome of simulations to a great deal, the use of a representative model is necessary for producing meaningful evaluation results. Based on these observations, we developed the hybrid simulation framework Veins (Vehicles in Network Simulation), composed of the network simulator OMNeT++ and the road traffic simulator SUMO. In a proof-of-concept study, we demonstrate its advantages and the need for bidirectionally coupled simulation based on the evaluation of two protocols for incident warning over VANETs. With our developed methodology, we can advance the state-of-the-art in performance evaluation of IVC and provide means to evaluate developed protocols more accurately. }}, author = {{Sommer, Christoph and German, Reinhard and Dressler, Falko}}, journal = {{IEEE Transactions on Mobile Computing}}, number = {{1}}, pages = {{3--15}}, publisher = {{IEEE}}, title = {{{Bidirectionally Coupled Network and Road Traffic Simulation for Improved IVC Analysis}}}, doi = {{10.1109/TMC.2010.133}}, volume = {{10}}, year = {{2011}}, } @misc{643, author = {{Welp, Daniel}}, publisher = {{Universität Paderborn}}, title = {{{User-space Scheduling for Heterogeneous System under Linux}}}, year = {{2011}}, } @inproceedings{644, abstract = {{In reverse engineering, dynamic pattern detection is accomplished by collecting execution traces and comparing them to expected behavioral patterns. The traces are collected by manually executing the program in question and therefore represent only part of all relevant program behavior. This can lead to false conclusions about the detected patterns. In this paper, we propose to generate all relevant program traces by using symbolic execution. In order to reduce the created trace data, we allow to limit the trace collection to a user-selectable subset of the statically detected pattern candidates.}}, author = {{von Detten, Markus}}, booktitle = {{Proceedings of the 10th ACM SIGPLAN/SIGSOFT Workshop on Program Analysis for Software Tools and Engineering (PASTE)}}, pages = {{17--20}}, title = {{{Towards Systematic, Comprehensive Trace Generation for Behavioral Pattern Detection through Symbolic Execution}}}, doi = {{10.1145/2024569.2024573}}, year = {{2011}}, } @inproceedings{645, abstract = {{In the standard consensus problem there are n processes with possibly di®erent input values and the goal is to eventually reach a point at which all processes commit to exactly one of these values. We are studying a slight variant of the consensus problem called the stabilizing consensus problem [2]. In this problem, we do not require that each process commits to a ¯nal value at some point, but that eventually they arrive at a common, stable value without necessarily being aware of that. This should work irrespective of the states in which the processes are starting. Our main result is a simple randomized algorithm called median rule that, with high probability, just needs O(logmlog log n + log n) time and work per process to arrive at an almost stable consensus for any set of m legal values as long as an adversary can corrupt the states of at most p n processes at any time. Without adversarial involvement, just O(log n) time and work is needed for a stable consensus, with high probability. As a by-product, we obtain a simple distributed algorithm for approximating the median of n numbers in time O(logmlog log n + log n) under adversarial presence.}}, author = {{Doerr, Benjamin and Goldberg, Leslie Ann and Minder, Lorenz and Sauerwald, Thomas and Scheideler, Christian}}, booktitle = {{Proceedings of the 23rd ACM Symposium on Parallelism in Algorithms and Architectures (SPAA)}}, pages = {{149--158}}, title = {{{Stabilizing consensus with the power of two choices}}}, doi = {{10.1145/1989493.1989516}}, year = {{2011}}, } @article{4430, abstract = {{Eine zentrale Herausforderung in der Ausbildung angehender Wirtschaftslehrpersonen stellt die sinnvolle Verknüpfung von Theorie- und Praxiserfahrungen dar. Im Rahmen der Ausbildung angehender Wirtschaftslehrpersonen an der Universität St. Gallen wird eine Lernumgebung gestaltet, die eine Verschränkung von Theorie- und Praxiserfahrungen ermöglichen soll. Die Lernprozesse der Studierenden werden dabei durch didaktisch angeleitete Weblogarbeit unterstützt. Trotz der Lernchancen, die sich aus einer Verknüpfung von theoretischen und praktischen Lernphasen ergeben, schätzen die Studierenden den Nutzen der Weblogarbeit als äusserst gering ein. Die Studierenden bei der reflexiven Integration praxisnaher und theoretischer Lernerfahrungen zu unterstützen, ist eine Herausforderung, die dezidierter Anleitung und Förderung durch die Lehrpersonen bedarf}}, author = {{Jenert, Tobias and Gebhardt, Anja and Käser, Reto}}, issn = {{1992-9579}}, journal = {{Zeitschrift für E-Learning}}, keywords = {{Weblog, Blog, e-learning, TEL, higher education, business education}}, number = {{2}}, pages = {{17--29}}, publisher = {{Studien-Verlag}}, title = {{{Weblogs zur Unterstützung der Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung}}}, volume = {{6}}, year = {{2011}}, } @article{4431, abstract = {{Die hochschulbezogene Lernforschung konzentierte sich bislang vor allem auf das Lernen Studierender im Vorlesungssaal (Classroom Learning). Im Zuge der Bologna-Diskussion stellt sich jedoch vermehrt die Frage, wie Studierende den langfris­tigen Bildungspfad eines ganzen Studiums gestalten. Denn obschon Studierende seit langem Gegenstand der Forschung sind, ist bislang wenig dazu bekannt, wie Lernaktivitäten ausgewählt und Ressourcen im Studium verteilt werden. Der Beitrag nimmt diese Frage auf und untersucht, welche Handlungsstrategien Studierende bei der Bewältigung ihres Studienalltags in unter­schiedlichen Bologna-konformen Studienprogrammen entwickeln und welche Rahmenbedingungen dabei eine Rolle spielen.}}, author = {{Jenert, Tobias}}, issn = {{2219-6994}}, journal = {{Zeitschrift für Hochschulentwicklung}}, keywords = {{Programmentwicklung, Bologna, Studierende, Kulturpsychologie, Studienprogramm}}, number = {{2}}, pages = {{61--77}}, publisher = {{Österreichische Gesellschaft für Hochschuldidaktik}}, title = {{{Die Studierenden? - Ein sozio-kultureller Blick auf das Studieren in Bologna-Strukturen}}}, volume = {{6}}, year = {{2011}}, } @article{4432, abstract = {{Studierendenorientierung ist derzeit eines der Leitkonzepte für die Gestaltung der Lehre an Hochschulen. Ein kritischer Blick offenbart jedoch, dass der Begriff uneinheitlich und mit teils widersprüchlichen Konnotationen gebraucht wird. Der Beitrag analysiert die Begriffsverwendungen innerhalb verschiedener Hochschulkontexte. Dabei werden Widersprüche zwischen den vorgefundenen Konnotationen - insbesondere zwischen den Perspektiven des Hochschulmanagements und der Didaktik - identifiziert. Davon ausgehend wird mit dem Konzept der Bildungsorientierung eine Alternative vorgeschlagen, die auf das Kernziel der Hochschule als Bildungsorganisation verweist und die skizzierten Unschärfen vermeidet.}}, author = {{Reinmann, Gabi and Jenert, Tobias}}, issn = {{2219-6994}}, journal = {{Zeitschrift für Hochschulentwicklung}}, keywords = {{Studierendenorientierung, Hochschulmanagement, Hochschuldidaktik}}, number = {{2}}, pages = {{106--122}}, publisher = {{Österreichische Gesellschaft für Hochschuldidaktik}}, title = {{{Studierendenorientierung: Wege und Irrwege eines Begriffs mit vielen Facetten}}}, volume = {{6}}, year = {{2011}}, } @inproceedings{4485, abstract = {{Research on teaching and learning in higher education has first and foremost centered on individuals, i.e. students' and teachers' approaches to learning and teaching as well as methods (Entwistle, McCune, & Scheja, 2006; Entwistle & Peterson, 2004). As a consequence, concepts on how to improve and innovate education at higher education institutions (HEI) have stayed on the level of individual courses, trying to qualify teachers to implement new teaching and learning methods in their classrooms (Aineley, 2008, S. 619). Yet, there are both theoretical as well as practical reasons that argue for a broader perspective on learning processes and, as a consequence, reach beyond the course-level but focus on entire educational programmes instead: First, over the last thirty years or so, learning theories are increasingly stressing the importance of (a) social-material contexts (McInerney & van Etten, 2002) as well as (b) learners' subjective experiences. This suggests that a course of study be not regarded as a mere addition of more or less independent courses, but rather as a holistic learning experience. This includes the sum total of a student's educationally purposeful social-material interactions at a HEI both within and outside the classroom (cf. Hu & Kuh, 2002). A second, more practical reason why educational researchers and designers should take a closer look on the design of educational programmes lies in the Bologna process: The introduction of the European Credit Transfer System as well as the tow-tiered study structure force HEI to systematically craft their programmes' internal structure. Due to the fact that there are virtually no pedagogical concepts concerning the design of study programmes, these design processes have so far been dominated by administrative considerations, largely neglecting students' experiences within the programme structures (Winter, 2009; Hildbrand, Tremp, Jäger & Tückmantel, 2008). Thus, it can be concluded that there is a lack of knowledge on how distinctive design features of study programmes (1) are perceived by students and (2) impact on their action strategies concerning for example the selection of learning activities, the attribution of resources for learning, and social interactions with their peers.}}, author = {{Jenert, Tobias}}, keywords = {{educational development, study programmes, approaches to studying}}, location = {{Exeter}}, publisher = {{European Association for Research on Learning and Instruction}}, title = {{{Developing a learning centered model for designing and managing study programmes}}}, year = {{2011}}, } @inproceedings{4489, abstract = {{Over the last two decades, the discussion about innovating teaching and learning at higher education institutions (HEI) has concentrated on various core concepts: such as an increased focus on learning outcomes as competencies and more student-centered teaching. These concepts form part of what Barr and Tagg (1995) have termed the "shift from teaching to learning". However, very few approaches have been proposed so far in the scholarly literature on how to actually transfer such normative concepts into the practice of teaching and learning at HEI. In order to sustainably develop the practices of teaching and learning at HEI, it is necessary to comprehend the prerequisites for educational development. The construct of "learning culture" can be seen as a possible concept to explicate these prerequisites. The aims of this study are to (a) propose an institution-wide approach to educational development at HEI and to (b) present a comprehensive instrument to diagnose learning culture as a starting point for educational development. The findings of the study include a first version of the Learning Culture Inventory for HEI. The students' version of the instrument encompasses 12 scales for the individual, 12 for the pedagogical interactions and 5 for the organizational dimension. The assumed basic factor structure of the instruments could be confirmed. With the institution-wide approach to educational development and the Learning Culture Inventory, this study can provide the basis for sustainable developmental initiatives to innovate teaching and learning at HEI.}}, author = {{Brahm, Taiga and Gebhardt, Anja and Jenert, Tobias}}, keywords = {{higher education, instrument development, strategy, educational development}}, location = {{Exeter}}, publisher = {{European Association for Research on Learning and Instruction}}, title = {{{Learning culture as a prerequisite for an institution-wide approach to educational development}}}, year = {{2011}}, } @inproceedings{4490, abstract = {{Der Beitrag untersucht die Weblog-Arbeit Studierender zur Dokumentation und Reflexion von Praxisprojekten. Zu Beginn und nach Abschluss einer Lehrveranstaltung mit Praxisphase wurden Studierende zur Weblog-Arbeit befragt. Es zeigt sich, dass die Studierenden kaum über Erfahrungen in der Nutzung von Weblogs verfügen und überwiegend negative Einstellungen zum Bloggen aufweisen. Die Blogeinträge erreichen nicht die angestrebte Reflexionstiefe. Es wird diskutiert, wie das didaktische Design gestaltet werden kann, um die gewünschten Effekte ‒ Peer-Feedback und tiefgehende Reflexion ‒ zu erreichen.}}, author = {{Gebhardt, Anja and Jenert, Tobias}}, isbn = {{978-3-8309-2545-3}}, keywords = {{Weblog, Selbststudium, Praxisprojekte, Selbstorganisiertes Lernen}}, location = {{Dresden}}, pages = {{284--392}}, publisher = {{Waxmann}}, title = {{{Fertigkeiten und Einstellungen Studierender zum Bloggen in Praxisprojekten oder: Spannungsfelder und Teufelskreise beim selbstorganisierten Lernen}}}, volume = {{Band 60}}, year = {{2011}}, } @inproceedings{4491, author = {{Jenert, Tobias and Brahm, Taiga}}, location = {{München }}, title = {{{Institutionsweite Hochschulentwicklung zur nachhaltigen Gestaltung von Lehr-/Lernkulturen}}}, year = {{2011}}, } @inproceedings{4492, author = {{Brahm, Taiga and Jenert, Tobias}}, keywords = {{Hochschulentwicklung}}, location = {{Bochum }}, title = {{{Programmentwicklung zur nachhaltigen Qualitätsentwicklung von Studiengängen}}}, year = {{2011}}, } @inbook{4513, author = {{Jenert, Tobias and Gebhardt , Anja}}, booktitle = {{Wissensgemeinschaften. Digitale Medien - Öffnung und Offenheit in Forschung und Lehre }}, editor = {{Köhler, Thomas and Neumann, Jörg}}, isbn = {{978-3-8309-2545-3}}, pages = {{284--293}}, publisher = {{Waxmann Verlag GmbH }}, title = {{{Besseres Feedback, mehr Reflexion? Fertigkeiten und Einstellungen Studierender zum Bloggen in Praxisprojekten}}}, volume = {{60}}, year = {{2011}}, } @inbook{4514, author = {{Jenert, Tobias and Zellweger, Franziska}}, booktitle = {{Kompetenzorientierte Hochschullehre: Die Notwendigkeit von Kohärenz zwischen Lernzielen, Prüfungsformen und Lehr-Lern-Methoden }}, isbn = {{978-3-0355-1084-3}}, pages = {{80--117}}, publisher = {{hep verlag ag }}, title = {{{Konsistente Gestaltung von Selbstlernumgebungen}}}, volume = {{1}}, year = {{2011}}, } @inbook{4515, author = {{Jenert, Tobias and Brahm, Taiga}}, booktitle = {{ Lehrbuch für Lernen und Lehren mit Technologien}}, editor = {{Ebner, Martin and Schön, Sandra}}, isbn = {{978-3842340114}}, pages = {{1--8}}, publisher = {{Books on Demand GmbH}}, title = {{{Planung und Organisation -Technologieeinsatz von der Bedarfsanalyse bis zur Evaluation}}}, year = {{2011}}, } @inbook{4524, author = {{Jenert, Tobias and Meier, Christoph and Brahm, Taiga}}, booktitle = {{Wissensgemeinschaften: Digitale Medien, Öffnung und Offenheit in Forschung und Lehre }}, editor = {{Köhler, Thomas and Neumann, Jörg}}, isbn = {{978-3-8309-2545-3}}, pages = {{136 -- 145}}, publisher = {{Waxmann Verlag GmbH }}, title = {{{QualiAss - ein Werkzeug zur Prozess- und Qualitätsunterstützung für schriftliche Prüfungen an Hochschulen : Nutzungsszenarien - Spezifikation - Einführung}}}, volume = {{60}}, year = {{2011}}, } @article{4544, abstract = {{The existence of localized vibrational modes both at the positive and at the negative LiNbO3 (0001) surface is demonstrated by means of first-principles calculations and Raman spectroscopy measurements. First, the phonon modes of the crystal bulk and of the (0001) surface are calculated within the density functional theory. In a second step, the Raman spectra of LiNbO3 bulk and of the two surfaces are measured. The phonon modes localized at the two surfaces are found to be substantially different, and are also found to differ from the bulk modes. The calculated and measured frequencies are in agreement within the error of the method. Raman spectroscopy is shown to be sensitive to differences between bulk and surface and between positive and negative surface. It represents therefore an alternative method to determine the surface polarity, which does not exploit the pyroelectric or piezoelectric properties of the material.}}, author = {{Sanna, S. and Berth, Gerhard and Hahn, W. and Widhalm, A. and Zrenner, Artur and Schmidt, W. G.}}, issn = {{0885-3010}}, journal = {{IEEE Transactions on Ultrasonics, Ferroelectrics and Frequency Control}}, number = {{9}}, pages = {{1751--1756}}, publisher = {{Institute of Electrical and Electronics Engineers (IEEE)}}, title = {{{Vibrational properties of the LiNbO3 z-surfaces}}}, doi = {{10.1109/tuffc.2011.2012}}, volume = {{58}}, year = {{2011}}, } @article{4545, abstract = {{Laser irradiation damage in ZnTe epilayers was analyzed in situ by power-density-dependent and time-resolved micro-Raman spectroscopy. Damage by ablation or compound decomposition on the sample surface was revealed by the decrease of the ZnTe–nLO mode intensity with the increase of laser power density. The appearance of the peaks associated with the stronger crystalline-tellurium modes, tellurium aggregates and second-order Raman scattering at room temperature μ-Raman spectra was observed for higher power densities than 4.4 × 105 W cm−2. The Raman signal time transients of ZnTe–nLO and crystalline-tellurium modes reveal an exponential evolution of the laser irradiation damage and a fast formation of crystalline tellurium aggregates on the layer surface.}}, author = {{Wiedemeier, V and Berth, Gerhard and Zrenner, Artur and Larramendi, E M and Woggon, U and Lischka, K and Schikora, D}}, issn = {{0268-1242}}, journal = {{Semiconductor Science and Technology}}, number = {{10}}, publisher = {{IOP Publishing}}, title = {{{In situ characterization of ZnTe epilayer irradiation via time-resolved and power-density-dependent Raman spectroscopy}}}, doi = {{10.1088/0268-1242/26/10/105023}}, volume = {{26}}, year = {{2011}}, } @inproceedings{4546, abstract = {{Silicon oxynitride (SiON) layers for telecommunication device application are grown by Plasma Enhanced Chemical Vapor Deposition (PECVD) for various gas compositions of SiH4, N2O and NH3. Processing and annealing effects on the oxynitride films were studied by Fourier Transform Infrared Spectroscopy (FTIR) and Atomic Force Microscopy (AFM) measurements. By reduction of the silane (SiH4) gas flow and enhancement of the PECVD deposition temperature, the absorption loss due to NH bands can be nearly completely erased. Furthermore the surface roughness can be reduced by decreasing the gas flow and rising the deposition temperature. First waveguide structures are introduced and their characterization is presented.}}, author = {{Frers, Torsten and Hett, Thomas and Hilleringmann, Ulrich and Berth, Gerhard and Widhalm, Alex and Zrenner, Artur}}, booktitle = {{2011 Semiconductor Conference Dresden}}, isbn = {{9781457704314}}, location = {{Dresden, Germany}}, publisher = {{IEEE}}, title = {{{Characterization of SiON integrated waveguides via FTIR and AFM measurements}}}, doi = {{10.1109/scd.2011.6068744}}, year = {{2011}}, } @inbook{4559, abstract = {{Der Beitrag untersucht die Weblog-Arbeit Studierender zur Dokumenta¬tion und Reflexion von Praxisprojekten. Zu Beginn und nach Abschluss einer Lehrveranstaltung mit Praxisphase wurden Studierende zum Weblog-Arbeit befragt. Es zeigt sich, dass die Studierenden kaum über Erfahrungen in der Nutzung von Weblogs verfügen und überwiegend negative Einstellungen zum Bloggen aufweisen. Die Blogeinträge erreichen nicht die angestrebte Reflexionstiefe. Es wird diskutiert, wie das didaktische Design gestaltet werden kann, um die gewünschten Effekte - Peer-Feedback und tiefgehende Reflexion - zu erreichen.}}, author = {{Jenert, Tobias and Gebhardt , Anja}}, booktitle = {{Wissensgemeinschaften : Digitale Medien - Öffnung und Offenheit in Forschung und Lehre}}, editor = {{Köhler, Thomas and Neumann , Jörg}}, isbn = {{978-3-8309-2545-3}}, keywords = {{Weblogs, Selbststudium, Praxisprojekte, Hochschule, Edublog}}, pages = {{284--293}}, publisher = {{Waxmann Verlag GmbH }}, title = {{{Besseres Feedback, mehr Reflexion? – Fertigkeiten und Einstellungen Studierender zum Bloggen in Praxisprojekten}}}, volume = {{60}}, year = {{2011}}, } @article{4598, author = {{Guo, Zhichao and Feng, Yuanhua and Tan, Xiangyong}}, issn = {{0264-9993}}, journal = {{Economic Modelling}}, number = {{6}}, pages = {{2359--2368}}, publisher = {{Elsevier BV}}, title = {{{Short- and long-term impact of remarkable economic events on the growth causes of China–Germany trade in agri-food products}}}, doi = {{10.1016/j.econmod.2011.06.007}}, volume = {{28}}, year = {{2011}}, } @inproceedings{4707, author = {{Janiesch, Christian and Matzner, Martin and Müller, Oliver}}, booktitle = {{Lecture Notes in Computer Science}}, isbn = {{9783642230585}}, issn = {{03029743}}, keywords = {{Reference architecture, business activity management, business process analytics, business process management, complex event processing}}, title = {{{A blueprint for event-driven business activity management}}}, doi = {{10.1007/978-3-642-23059-2_4}}, year = {{2011}}, } @article{4708, author = {{Müller-Wienbergen, Felix and Müller, Oliver and Seidel, Stefan and Becker, Jörg}}, isbn = {{1536-9323}}, issn = {{15369323}}, journal = {{Journal of the Association for Information Systems}}, keywords = {{Creativity, Creativity Support Systems, convergent thinking, design theory, divergent thinking}}, number = {{11}}, pages = {{714----740}}, title = {{{Leaving the Beaten Tracks in Creative Work – A Design Theory for Systems that Support Convergent and Divergent Thinking}}}, doi = {{10.1016/S0006-3495(00)76637-9}}, year = {{2011}}, } @article{4855, author = {{Garnefeld, Ina and Helm, Sabrina and Eggert, Andreas}}, journal = {{Journal of Service Research}}, number = {{1}}, pages = {{93----107}}, title = {{{Walk your talk: an experimental investigation of the relationship between word of mouth and communicators’ loyalty}}}, year = {{2011}}, } @article{4856, author = {{Eggert, Andreas and Hogreve, Jens and Ulaga, Wolfgang and Muenkhoff, Eva}}, journal = {{Industrial Marketing Management}}, number = {{5}}, pages = {{661----670}}, title = {{{Industrial services, product innovations, and firm profitability: A multiple-group latent growth curve analysis}}}, year = {{2011}}, } @article{4857, author = {{Eggert, Andreas and Serdaroglu, Murat}}, journal = {{Journal of Marketing Theory and Practice}}, number = {{2}}, pages = {{169----186}}, title = {{{Exploring the Impact of Sales Technology on Salesperson Performance: A Task-Base d Approach}}}, year = {{2011}}, } @article{4881, author = {{Fahr, Ren{\'e} and Irlenbusch, Bernd}}, journal = {{Journal of Economic Behavior \& Organization}}, number = {{1}}, pages = {{200----209}}, title = {{{Who follows the crowd—Groups or individuals?}}}, year = {{2011}}, } @article{4882, author = {{Fahr, Ren{\'e}}}, journal = {{management revue}}, pages = {{28----46}}, title = {{{Job design and job satisfaction—empirical evidence for Germany?}}}, year = {{2011}}, } @techreport{4918, author = {{Hinerasky, Christiane and Fahr, Rene}}, title = {{{When the early bird catches the worm: The impact of training in retail}}}, year = {{2011}}, } @inbook{4945, author = {{Ivens, Björn and Eggert, Andreas}}, booktitle = {{Handbuch Vertriebsmanagement}}, title = {{{Key Account Management}}}, year = {{2011}}, } @article{4972, author = {{Alewell, Dorothea and Hauff, Sven and Weiland, Katrin and Thommes, Kirsten}}, journal = {{International journal of manpower}}, number = {{4}}, pages = {{394----409}}, title = {{{HRM and the use of personnel services: an empirical analysis of German firms}}}, year = {{2011}}, } @article{4973, author = {{Braun, Irene and Pull, Kerstin and Alewell, Dorothea and Störmer, Susi and Thommes, Kirsten}}, issn = {{0048-3486}}, journal = {{Personnel Review}}, number = {{3}}, pages = {{364----382}}, title = {{{HR outsourcing and service quality: theoretical framework and empirical evidence}}}, volume = {{40}}, year = {{2011}}, } @article{6995, author = {{Beutner, Marc and Kremer, H.-Hugo and Zoyke, A. }}, journal = {{bwp@ Spezial 5 - Hochschultage Berufliche Bildung 2011}}, title = {{{Workshop 16 Individuelle Förderung. Konzepte und Erfahrungen zur Berufsorientierung im Übergang }}}, year = {{2011}}, } @misc{6999, booktitle = {{bwp@ Spezial 5 - Hochschultage Berufliche Bildung 2011}}, editor = {{Kremer, H.-Hugo and Tramm, T.}}, title = {{{Fachtagung 19}}}, year = {{2011}}, } @article{7049, author = {{Kremer, H.-Hugo and Tramm, T. and Tenberg, R.}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, number = {{20}}, title = {{{Lernfeldansatz - 15 Jahre danach}}}, year = {{2011}}, } @article{7311, author = {{Soldat, Henning and Li, Mingyuan and Gerhardt, Nils C. and Hofmann, Martin R. and Ludwig, Arne and Ebbing, Astrid and Reuter, Dirk and Wieck, Andreas D. and Stromberg, Frank and Keune, Werner and Wende, Heiko}}, issn = {{0003-6951}}, journal = {{Applied Physics Letters}}, number = {{5}}, publisher = {{AIP Publishing}}, title = {{{Room temperature spin relaxation length in spin light-emitting diodes}}}, doi = {{10.1063/1.3622662}}, volume = {{99}}, year = {{2011}}, } @article{7335, author = {{Krenner, Hubert J. and Völk, Stefan and Schülein, Florian J. R. and Knall, Florian and Wixforth, Achim and Reuter, Dirk and Wieck, Andreas D. and Kim, Hyochul and Truong, Tuan A. and Petroff, Pierre M.}}, issn = {{1862-6351}}, journal = {{physica status solidi (c)}}, number = {{2}}, pages = {{407--410}}, publisher = {{Wiley}}, title = {{{Surface acoustic wave controlled carrier injection into self-assembled quantum dots and quantum posts}}}, doi = {{10.1002/pssc.201100236}}, volume = {{9}}, year = {{2011}}, } @article{7353, abstract = {{Manuelle Testerstellung verursacht hohe Kosten. Im Vergleich dazu bietet modellbasiertes Testen große Vorteile hinsichtlich Testautomatisierung, früher Fehlerfindung, Erhöhung der Testabdeckung, effizienten Testentwurfs und besserer Rückverfolgbarkeit. Die Einführung des modellbasierten Testens ist jedoch mit Investitionen verbunden, für die die Rendite häufig unklar erscheint. Dabei finden sich in der Literatur bereits etliche Erfahrungsberichte zur erfolg­reichen Einführung von modellbasiertem Testen in unterschiedlichen Anwendungsdomänen. In diesem Artikel präsentieren wir einen Überblick über einige dieser Erfahrungsberichte.}}, author = {{Weißleder, Stephan and Güldali, Baris and Mlynarski, Michael and Törsel, Arne-Michael and Faragó, David and Prester, Florian and Winter, Mario}}, journal = {{OBJEKTspektrum}}, number = {{6}}, pages = {{59--65}}, title = {{{Modellbasiertes Testen: Hype oder Realität?}}}, year = {{2011}}, } @article{7354, abstract = {{Acceptance testing is a time-consuming task for complex software systems that have to fulfill a large number of requirements. To reduce this effort, we have developed a widely automated method for deriving test plans from requirements that are expressed in natural language. It consists of three stages: annotation, clustering, and test plan specification. The general idea is to exploit redundancies and implicit relationships in requirements specifications. Multi-viewpoint techniques based on RM-ODP (Reference Model for Open Distributed Processing) are employed for specifying the requirements. We then use linguistic analysis techniques, requirements clustering algorithms, and pattern-based requirements collection to reduce the total effort of testing against the requirements specification. In particular, we use linguistic analysis for extracting and annotating the actor, process and object of a requirements statement. During clustering, a similarity function is computed as a measure for the overlap of requirements. In the test plan specification stage, our approach provides capabilities for semi-automatically deriving test plans and acceptance criteria from the clustered informal textual requirements. Two patterns are applied to compute a suitable order of test activities. The generated test plans consist of a sequence of test steps and asserts that are executed or checked in the given order. We also present the supporting prototype tool TORC, which is available open source. For the evaluation of the approach, we have conducted a case study in the field of acceptance testing of a national electronic identification system. In summary, we report on lessons learned how linguistic analysis and clustering techniques can help testers in understanding the relations between requirements and for improving test planning.}}, author = {{Güldali, Baris and Funke, Holger and Sauer, Stefan and Engels, Gregor}}, issn = {{0963-9314}}, journal = {{Software Quality Journal}}, number = {{4}}, pages = {{771--799}}, publisher = {{Springer Nature}}, title = {{{TORC: test plan optimization by requirements clustering}}}, doi = {{10.1007/s11219-011-9149-4}}, volume = {{19}}, year = {{2011}}, } @article{7355, abstract = {{Dynamic Meta Modeling (DMM) is a visual semantics specification technique targeted at languages based on a metamodel. A DMM specification consists of a runtime metamodel and operational rules which describe how instances of the runtime metamodel change over time. A known deficiency of the DMM approach is that it does not support the refinement of a DMM specification, e.g., in the case of defining the semantics for a refined and extended domain-specific language (DSL). Up to now, DMM specifications could only be reused by adding or removing DMM rules. In this paper, we enhance DMM such that DMM rules can override other DMM rules, similar to a method being overridden in a subclass, and we show how rule overriding can be realized with the graph transformation tool GROOVE. We argue that rule overriding does not only have positive impact on reusability, but also improves the intuitive understandability of DMM semantics specifications.}}, author = {{Soltenborn, Christian and Engels, Gregor}}, issn = {{1045-926X}}, journal = {{Journal of Visual Languages & Computing}}, number = {{3}}, pages = {{233--250}}, publisher = {{Elsevier BV}}, title = {{{Using rule overriding to improve reusability and understandability of Dynamic Meta Modeling specifications}}}, doi = {{10.1016/j.jvlc.2010.12.005}}, volume = {{22}}, year = {{2011}}, } @article{7476, author = {{Kremer, H.-Hugo and Frehe, Petra}}, journal = {{Beilage Schule NRW}}, number = {{05/11}}, pages = {{4--8}}, title = {{{Individuelle Förderung - aber wie? Einblicke in das Innovationsprojekt InLab}}}, year = {{2011}}, } @article{7477, author = {{Sloane, Peter F. E. and Kremer, H.-Hugo}}, journal = {{Beilage Schule NRW}}, number = {{05/11}}, pages = {{4--8}}, title = {{{Individuelle Förderung fördern. Das Wirtschaftspädagogische Graduiertenkolleg als Innovation in der Lehrkräfte- und Schulentwicklung}}}, year = {{2011}}, } @article{7483, author = {{Kremer, H.-Hugo and Sandmann, D.}}, journal = {{bwp@ Berufs- und Wirtschaftspädagogik - online}}, title = {{{Kooperationsvorhaben berufliches Gymnasium und Bachelor Wirtschaftswissenschaften. Ein Paderborner Modellprojekt zur Berufs- und Studienorientierung}}}, year = {{2011}}, }