@inproceedings{6272, author = {{Golubovic, S and Wehner, M and Baum, M and Kabst, Rüdiger}}, title = {{{HR-Praktiken und Innovation: Wie können Wissens- und Technologievorsprünge im Unternehmen generiert werden?}}}, year = {{2013}}, } @inproceedings{6274, author = {{Isidor, R and Wehner, M and Li, C and Kabst, Rüdiger}}, title = {{{Institutional Pressures and Interorganizational Imitation: A Quasilongitudinal Analyses of Temporary Work in the UK and Germany}}}, year = {{2013}}, } @inbook{6276, author = {{Klompmaker, Florian and Paelke, Volker and Fischer, Holger Gerhard}}, booktitle = {{Distributed, Ambient, and Pervasive Interactions}}, isbn = {{9783642393501}}, issn = {{0302-9743}}, location = {{Las Vegas, USA}}, pages = {{32--41}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{A Taxonomy-Based Approach towards NUI Interaction Design}}}, doi = {{10.1007/978-3-642-39351-8_4}}, volume = {{8028}}, year = {{2013}}, } @inbook{6279, author = {{Fischer, Holger Gerhard and Strenge, Benjamin and Nebe, Karsten}}, booktitle = {{Design, User Experience, and Usability. Design Philosophy, Methods, and Tools}}, isbn = {{9783642392283}}, issn = {{0302-9743}}, location = {{Las Vegas, USA}}, pages = {{252--261}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{Towards a Holistic Tool for the Selection and Validation of Usability Method Sets Supporting Human-Centered Design}}}, doi = {{10.1007/978-3-642-39229-0_28}}, volume = {{8012}}, year = {{2013}}, } @inproceedings{6284, author = {{Fischer, Holger Gerhard and Geis, Thomas and Molich, Rolf and Kluge, Oliver and Heimgärtner, Rüdiger and Hunkirchen, Peter}}, booktitle = {{Jahresband Usability Professionals}}, pages = {{28--34}}, publisher = {{German UPA}}, title = {{{Do You Speak Usability? - Aktueller Stand des Glossars und des Curriculums für den Certified Professional for Usability and User Experience (CPUX) der German UPA}}}, year = {{2013}}, } @inbook{6448, author = {{Kremer, H.-Hugo}}, booktitle = {{Standardization, professionalizationn and the measurements}}, editor = {{Feng, X. and Rützel, J. and Kremer, H.-H.}}, pages = {{51--71}}, title = {{{Kompetenzorientierte Lehrerbildung - Zur Gestaltung des Praxissemesters in wirtschaftspädagogischen Studiengängen}}}, year = {{2013}}, } @inbook{6449, author = {{Kremer, H.-Hugo}}, booktitle = {{Standardization, professionalization and the measurements}}, editor = {{Feng, X. and Rützel, J. and Kremer, H.-H.}}, pages = {{151--171}}, title = {{{Social Media: Potenziale und Herausforderungen für die berufliche Bildung}}}, year = {{2013}}, } @inbook{6450, author = {{Kremer, H.-Hugo and Zoyke, A.}}, booktitle = {{Facetten berufs- und wirtschaftspädagogischer Forschung. Grundlagen - Herausfoderungen - Perspektiven}}, editor = {{Niedermair, G.}}, pages = {{359--382}}, title = {{{Forschung in Innovationsarenen: Individuelle Förderung als Herausforderung in der Bildungsarbeit in der Ausbildungsvorbereitung an Berufskollegs}}}, year = {{2013}}, } @inbook{6452, author = {{Beutner, Marc and Kremer, H.-Hugo and Zoyke, A.}}, booktitle = {{Transitions in Vocational Education, Research in Vocational Education}}, editor = {{Seifried, J. and Wuttke, E.}}, title = {{{Exploring Personalized Learning in the Context of the Transition System, vol. 2. Opladen}}}, year = {{2013}}, } @inbook{6454, author = {{Kremer, H.-Hugo}}, booktitle = {{Kompetenzentwicklung in unterschiedlichen Lernkulturen}}, editor = {{Seufert, S. and Metzger, C.}}, pages = {{357--373}}, title = {{{Berufsbildung im Übergang - Kompetenzentwicklung in der Ausbildungsvorbereitung }}}, year = {{2013}}, } @inbook{6455, author = {{Kremer, H.-Hugo}}, booktitle = {{From Diagnostics to Learning Success. Proceedings in Vocational Education and Training}}, editor = {{Beck, K. and Zlatkin-Troitschanskaia, O.}}, title = {{{Social Media: Potentials and Challenges for Vocational Education}}}, year = {{2013}}, } @article{4427, abstract = {{Kompetenzorientierung ist ein wichtiges aktuelles Ziel bei der Studienprogrammentwicklung. Allerdings ist die Umsetzung in der Praxis mit zwei wesentlichen Herausforderungen verbunden: So ist zum einen der Wechsel von disziplinären Inhalten hin zu Kompetenzen wenig intuitiv; zum anderen wird die Formulierung so genannter Learning Outcomes als administrative Übung betrachtet. An der Universität St. Gallen wurde ein systematischer Prozess für die Qualitätsentwicklung der Studienprogramme eingeführt. Im Beitrag wird dieser Prozess im Hinblick auf die Kompetenzorientierung reflektiert. Es erscheint wesentlich, den Programmen möglichst viel Freiraum auf ihrem Weg zur Kompetenzorientierung zu überlassen und sie auf diese Weise zu unterstützen.}}, author = {{Brahm, Taiga and Jenert, Tobias}}, issn = {{2219-6994}}, journal = {{Zeitschrift für Hochschulentwicklung}}, keywords = {{Kompetenzorientierung, Studienprogrammentwicklung, Hochschulentwicklung, Hochschule, Learning Outcomes}}, number = {{1}}, pages = {{7--14}}, publisher = {{Österreichische Gesellschaft für Hochschuldidaktik}}, title = {{{Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung}}}, volume = {{8}}, year = {{2013}}, } @article{4428, abstract = {{Die Auseinandersetzung mit Bildungstechnologien erfolgt häufig ausgehend von einem technologischen Trend bzw. einer Klasse innovativer Werkzeuge (bspw. mobile Technologien). Es geht dann darum, die Potenziale dieser Tools für das Lernen zu ergründen, also letztlich eine Passung zwischen den technologischen Möglichkeiten und pädagogisch-didaktischen Erfordernissen zu konstruieren. In diesem Beitrag kehren wir diese Perspektive um: Ausgehend von einer bestimmten pädagogischen Problemstellung - der Bearbeitung heterogener Lernvoraussetzungen und Studienerfahrungen in der Lehrerbildung - entwickeln wir unterschiedliche didaktische Handlungsoptionen. Am Ende entsteht ein Werkzeug, das sich in Design und Funktionsumfang auf den Kern der pädagogischen Zielsetzung beschränkt.}}, author = {{Jenert, Tobias and Brahm, Taiga}}, issn = {{1681-7028}}, journal = {{Journal für LehrerInnenbildung}}, keywords = {{Portfolio, Lehrerbildung, Wirtschaftspädagogik}}, number = {{4}}, pages = {{29--33}}, publisher = {{Studien-Verlag}}, title = {{{Ein e-Portfolio-Konzept zur Integration heterogener Lernvoraussetzungen und Studienerfahrungen in der Lehrerbildung}}}, volume = {{13}}, year = {{2013}}, } @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{4478, abstract = {{The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. Since attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying.}}, author = {{Brahm, Taiga and Jenert, Tobias and Euler, Dieter}}, keywords = {{attitudes, teaching and learning, studying, higher education institution, theory of planned behavior, instrument development}}, location = {{München }}, publisher = {{EARLI European Association for Research on Learning and Instruction}}, title = {{{On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}}}, year = {{2013}}, } @inproceedings{4480, abstract = {{The proposed paper aims to investigate the longitudinal development of students' motivation over the first year of their studies at a business school by using latent growth curve modeling. The study tackles the following core research questions: How do first-year university students' intrinsic and extrinsic vary over time? Which (motivational) factors are related to students' motivational development? Although motivational dispositions have been analyzed extensively in previous studies, their longitudinal development has hitherto not been examined in the higher education context. This longitudinal study is conducted at the University of St. Gallen in Switzerland. The current sample includes 280 first-year students who have been surveyed three times and who are representative of the first-year student population. Descriptive results show that prior to their studies, students were motivated most by intrinsic factors, however, extrinsic motivation was also quite high. Employing latent growth curve modeling, it could be shown that both intrinsic and extrinsic motivation decline significantly over the course of the first year (8 months). The study contributes to motivation theory by providing further insights into the development of academic motivation over time. Latent growth curve modeling as a method can be well used for longitudinal data analysis, thus, excluding measurement error from longitudinal data. Furthermore, the study supports educational developers by determining factors influencing students' motivational development.}}, author = {{Brahm, Taiga and Jenert, Tobias}}, keywords = {{motivation, intrinsic motivation, extrinsic motivation, latent growth curve modeling, longitudinal data analysis, ASEQ, higher education, studying}}, location = {{München}}, publisher = {{EARLI European Association for Research on Learning and Instruction}}, title = {{{A latent growth curve analysis of Business students' intrinsic and extrinsic motivation}}}, year = {{2013}}, } @inproceedings{4481, abstract = {{Die vorliegende Untersuchung an der Universität St. Gallen soll Erkenntnisse über die Verläufe der Einstellungsveränderungen der Studierenden geben (vgl. Brahm & Jenert, 2012). Basierend auf der Theorie des geplanten Verhaltens (Ajzen & Fishbein, 1980) werden drei Forschungsfragen adressiert: (1) Gibt es typische Pfade der Einstellungsentwicklung? (2) Wie wird das normative Verhalten von Mitstudierenden und anderen Personen wahrgenommen? (3) Welche Erfahrungen beeinflussen die Entwicklung? Zur Beantwortung dieser Fragen wurde über das erste Studienjahr hinweg eine Interviewserie mit 13 Studierenden durchgeführt. Die Datenanalyse mithilfe grafischer Case Histories zeigt, dass die Einstellungen der Probanden über die Zeit differenzierter werden. Zudem gibt es Widersprüche zwischen den Einstellungen und dem wahrgenommenen normativen Verhalten. Dabei ist die Einstellungsentwicklung von konkreten Ereignissen geprägt und kann damit durch strukturelle Interventionen beeinflusst werden.}}, author = {{Jenert, Tobias and Brahm, Taiga}}, keywords = {{student attitudes, theory of planned behaviour, Einstellungsentwicklung, student motivation}}, location = {{Hildesheim}}, publisher = {{Institut für Psychologie}}, title = {{{Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie}}}, year = {{2013}}, } @inbook{4509, author = {{Jenert, Tobias and Brahm , Taiga}}, booktitle = {{Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis}}, editor = {{Spiekermann, Annette}}, isbn = {{978-3-7639-5194-9}}, pages = {{69--84 }}, publisher = {{W. Bertelsmann Verlag }}, title = {{{Eine strategische Perspektive auf die Qualitätsentwicklung in Studienumgebungen }}}, volume = {{124}}, year = {{2013}}, } @inbook{4510, author = {{Jenert, Tobias and Gebhardt , Anja}}, booktitle = {{Kompetenzentwicklung in unterschiedlichen Lernkulturen, Festschrift für Dieter Euler zum 60. Geburtstag}}, editor = {{Seuffert, Sabine and Metzger, Christoph}}, issn = {{1613-0677}}, pages = {{227--240}}, publisher = {{EUSL}}, title = {{{Die Erforschung von Lernkulturen an Hochschulen unter Nutzung komplementärer Zugänge: Erste Erfahrungen aus einem Forschungsprogramm}}}, year = {{2013}}, } @article{4596, author = {{Feng, Yuanhua and Guo, Zhichao and Peitz, Christian}}, issn = {{1566-1679}}, journal = {{Journal of Industry, Competition and Trade}}, number = {{2}}, pages = {{207--228}}, publisher = {{Springer Nature}}, title = {{{A Tree-form Constant Market Share Model for Growth Causes in International Trade Based on Multi-level Classification}}}, doi = {{10.1007/s10842-013-0156-y}}, volume = {{14}}, year = {{2013}}, }