[{"date_created":"2019-01-02T10:29:57Z","author":[{"full_name":"Kremer, H.-Hugo","id":"15280","last_name":"Kremer","first_name":"H.-Hugo"}],"date_updated":"2022-01-06T07:03:05Z","title":"Social Media: Potentials and Challenges for Vocational Education","citation":{"bibtex":"@inbook{Kremer_2013, place={Rotterdam}, title={Social Media: Potentials and Challenges for Vocational Education}, booktitle={From Diagnostics to Learning Success. Proceedings in Vocational Education and Training}, author={Kremer, H.-Hugo}, editor={Beck, K. and Zlatkin-Troitschanskaia, O.Editors}, year={2013} }","short":"H.-H. Kremer, in: K. Beck, O. Zlatkin-Troitschanskaia (Eds.), From Diagnostics to Learning Success. Proceedings in Vocational Education and Training, Rotterdam, 2013.","mla":"Kremer, H. Hugo. “Social Media: Potentials and Challenges for Vocational Education.” <i>From Diagnostics to Learning Success. Proceedings in Vocational Education and Training</i>, edited by K. Beck and O. Zlatkin-Troitschanskaia, 2013.","apa":"Kremer, H.-H. (2013). Social Media: Potentials and Challenges for Vocational Education. In K. Beck &#38; O. Zlatkin-Troitschanskaia (Eds.), <i>From Diagnostics to Learning Success. Proceedings in Vocational Education and Training</i>. Rotterdam.","ieee":"H.-H. Kremer, “Social Media: Potentials and Challenges for Vocational Education,” in <i>From Diagnostics to Learning Success. Proceedings in Vocational Education and Training</i>, K. Beck and O. Zlatkin-Troitschanskaia, Eds. Rotterdam, 2013.","chicago":"Kremer, H.-Hugo. “Social Media: Potentials and Challenges for Vocational Education.” In <i>From Diagnostics to Learning Success. Proceedings in Vocational Education and Training</i>, edited by K. Beck and O. Zlatkin-Troitschanskaia. Rotterdam, 2013.","ama":"Kremer H-H. Social Media: Potentials and Challenges for Vocational Education. In: Beck K, Zlatkin-Troitschanskaia O, eds. <i>From Diagnostics to Learning Success. Proceedings in Vocational Education and Training</i>. Rotterdam; 2013."},"year":"2013","place":"Rotterdam","user_id":"74378","department":[{"_id":"211"}],"_id":"6455","language":[{"iso":"eng"}],"type":"book_chapter","publication":"From Diagnostics to Learning Success. Proceedings in Vocational Education and Training","status":"public","editor":[{"first_name":"K.","last_name":"Beck","full_name":"Beck, K."},{"last_name":"Zlatkin-Troitschanskaia","full_name":"Zlatkin-Troitschanskaia, O.","first_name":"O."}]},{"_id":"4427","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"keyword":["Kompetenzorientierung","Studienprogrammentwicklung","Hochschulentwicklung","Hochschule","Learning Outcomes"],"extern":"1","type":"journal_article","publication":"Zeitschrift für Hochschulentwicklung","abstract":[{"lang":"ger","text":"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."}],"status":"public","publisher":"Österreichische Gesellschaft für Hochschuldidaktik","date_updated":"2022-01-06T07:01:03Z","author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"first_name":"Tobias","full_name":"Jenert, Tobias","last_name":"Jenert"}],"date_created":"2018-09-18T09:17:20Z","volume":8,"title":"Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung","publication_identifier":{"eissn":["2219-6994"]},"issue":"1","year":"2013","citation":{"ama":"Brahm T, Jenert T. Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung. <i>Zeitschrift für Hochschulentwicklung</i>. 2013;8(1):7-14.","chicago":"Brahm, Taiga, and Tobias Jenert. “Herausforderungen Der Kompetenzorientierung in Der Studienprogrammentwicklung.” <i>Zeitschrift Für Hochschulentwicklung</i> 8, no. 1 (2013): 7–14.","ieee":"T. Brahm and T. Jenert, “Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung,” <i>Zeitschrift für Hochschulentwicklung</i>, vol. 8, no. 1, pp. 7–14, 2013.","short":"T. Brahm, T. Jenert, Zeitschrift Für Hochschulentwicklung 8 (2013) 7–14.","bibtex":"@article{Brahm_Jenert_2013, title={Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung}, volume={8}, number={1}, journal={Zeitschrift für Hochschulentwicklung}, publisher={Österreichische Gesellschaft für Hochschuldidaktik}, author={Brahm, Taiga and Jenert, Tobias}, year={2013}, pages={7–14} }","mla":"Brahm, Taiga, and Tobias Jenert. “Herausforderungen Der Kompetenzorientierung in Der Studienprogrammentwicklung.” <i>Zeitschrift Für Hochschulentwicklung</i>, vol. 8, no. 1, Österreichische Gesellschaft für Hochschuldidaktik, 2013, pp. 7–14.","apa":"Brahm, T., &#38; Jenert, T. (2013). Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung. <i>Zeitschrift Für Hochschulentwicklung</i>, <i>8</i>(1), 7–14."},"intvolume":"         8","page":"7-14"},{"user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"_id":"4428","extern":"1","keyword":["Portfolio","Lehrerbildung","Wirtschaftspädagogik"],"type":"journal_article","publication":"Journal für LehrerInnenbildung","status":"public","abstract":[{"lang":"ger","text":"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":[{"first_name":"Tobias","full_name":"Jenert, Tobias","last_name":"Jenert"},{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"}],"date_created":"2018-09-18T09:19:16Z","volume":13,"date_updated":"2022-01-06T07:01:03Z","publisher":"Studien-Verlag","title":"Ein e-Portfolio-Konzept zur Integration heterogener Lernvoraussetzungen und Studienerfahrungen in der Lehrerbildung","issue":"4","publication_identifier":{"issn":["1681-7028"]},"citation":{"short":"T. Jenert, T. Brahm, Journal Für LehrerInnenbildung 13 (2013) 29–33.","bibtex":"@article{Jenert_Brahm_2013, title={Ein e-Portfolio-Konzept zur Integration heterogener Lernvoraussetzungen und Studienerfahrungen in der Lehrerbildung}, volume={13}, number={4}, journal={Journal für LehrerInnenbildung}, publisher={Studien-Verlag}, author={Jenert, Tobias and Brahm, Taiga}, year={2013}, pages={29–33} }","mla":"Jenert, Tobias, and Taiga Brahm. “Ein E-Portfolio-Konzept Zur Integration Heterogener Lernvoraussetzungen Und Studienerfahrungen in Der Lehrerbildung.” <i>Journal Für LehrerInnenbildung</i>, vol. 13, no. 4, Studien-Verlag, 2013, pp. 29–33.","apa":"Jenert, T., &#38; Brahm, T. (2013). Ein e-Portfolio-Konzept zur Integration heterogener Lernvoraussetzungen und Studienerfahrungen in der Lehrerbildung. <i>Journal Für LehrerInnenbildung</i>, <i>13</i>(4), 29–33.","ieee":"T. Jenert and T. Brahm, “Ein e-Portfolio-Konzept zur Integration heterogener Lernvoraussetzungen und Studienerfahrungen in der Lehrerbildung,” <i>Journal für LehrerInnenbildung</i>, vol. 13, no. 4, pp. 29–33, 2013.","chicago":"Jenert, Tobias, and Taiga Brahm. “Ein E-Portfolio-Konzept Zur Integration Heterogener Lernvoraussetzungen Und Studienerfahrungen in Der Lehrerbildung.” <i>Journal Für LehrerInnenbildung</i> 13, no. 4 (2013): 29–33.","ama":"Jenert T, Brahm T. Ein e-Portfolio-Konzept zur Integration heterogener Lernvoraussetzungen und Studienerfahrungen in der Lehrerbildung. <i>Journal für LehrerInnenbildung</i>. 2013;13(4):29-33."},"intvolume":"        13","page":"29-33","year":"2013"},{"citation":{"ama":"Jenert T, Brahm T. How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study. In: EARLI European Association for Research on Learning and Instruction; 2013.","chicago":"Jenert, Tobias, and Taiga Brahm. “How Business Students Attitudes towards Their University and Studying Develop during the First Year: A Qualitative Longitudinal Study.” EARLI European Association for Research on Learning and Instruction, 2013.","ieee":"T. Jenert and T. Brahm, “How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study,” presented at the 15th Biennial EARLI Conference, München, 2013.","bibtex":"@inproceedings{Jenert_Brahm_2013, title={How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Jenert, Tobias and Brahm, Taiga}, year={2013} }","mla":"Jenert, Tobias, and Taiga Brahm. <i>How Business Students Attitudes towards Their University and Studying Develop during the First Year: A Qualitative Longitudinal Study</i>. EARLI European Association for Research on Learning and Instruction, 2013.","short":"T. Jenert, T. Brahm, in: EARLI European Association for Research on Learning and Instruction, 2013.","apa":"Jenert, T., &#38; Brahm, T. (2013). How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study. Presented at the 15th Biennial EARLI Conference, München: EARLI European Association for Research on Learning and Instruction."},"year":"2013","conference":{"location":"München","end_date":"2013-08-31","start_date":"2013-08-27","name":"15th Biennial EARLI Conference"},"title":"How Business Students Attitudes towards their University and Studying Develop during the First Year: A Qualitative Longitudinal Study","author":[{"first_name":"Tobias","full_name":"Jenert, Tobias","id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646"},{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"}],"date_created":"2018-09-19T08:19:05Z","date_updated":"2022-01-06T07:01:06Z","publisher":"EARLI European Association for Research on Learning and Instruction","status":"public","abstract":[{"text":"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. \r\nTo 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.","lang":"eng"}],"type":"conference","extern":"1","keyword":["student attitudes","qualitative research","longitudinal study","student motivation"],"user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"_id":"4477"},{"conference":{"location":"München ","end_date":"2013-08-31","start_date":"2013-08-27","name":"15th Biennial EARLI Conference"},"title":"On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)","date_created":"2018-09-19T08:22:51Z","author":[{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias","first_name":"Tobias"},{"full_name":"Euler, Dieter","last_name":"Euler","first_name":"Dieter"}],"date_updated":"2022-01-06T07:01:06Z","publisher":"EARLI European Association for Research on Learning and Instruction","citation":{"ieee":"T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München , 2013.","chicago":"Brahm, Taiga, Tobias Jenert, and Dieter Euler. “On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ).” EARLI European Association for Research on Learning and Instruction, 2013.","ama":"Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). In: EARLI European Association for Research on Learning and Instruction; 2013.","short":"T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research on Learning and Instruction, 2013.","bibtex":"@inproceedings{Brahm_Jenert_Euler_2013, title={On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter}, year={2013} }","mla":"Brahm, Taiga, et al. <i>On the Assessment of Attitudes towards the Study Process and the University: Attitudes towards the Study Environment Questionnaire (ASEQ)</i>. EARLI European Association for Research on Learning and Instruction, 2013.","apa":"Brahm, T., Jenert, T., &#38; Euler, D. (2013). On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München : EARLI European Association for Research on Learning and Instruction."},"year":"2013","extern":"1","keyword":["attitudes","teaching and learning","studying","higher education institution","theory of planned behavior","instrument development"],"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4478","status":"public","abstract":[{"text":"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. \r\nSince 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.","lang":"eng"}],"type":"conference"},{"year":"2013","citation":{"bibtex":"@inproceedings{Brahm_Jenert_2013, title={A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation}, publisher={EARLI European Association for Research on Learning and Instruction}, author={Brahm, Taiga and Jenert, Tobias}, year={2013} }","short":"T. Brahm, T. Jenert, in: EARLI European Association for Research on Learning and Instruction, 2013.","mla":"Brahm, Taiga, and Tobias Jenert. <i>A Latent Growth Curve Analysis of Business Students’ Intrinsic and Extrinsic Motivation</i>. EARLI European Association for Research on Learning and Instruction, 2013.","apa":"Brahm, T., &#38; Jenert, T. (2013). A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation. Presented at the 15th Biennial EARLI Conference, München: EARLI European Association for Research on Learning and Instruction.","chicago":"Brahm, Taiga, and Tobias Jenert. “A Latent Growth Curve Analysis of Business Students’ Intrinsic and Extrinsic Motivation.” EARLI European Association for Research on Learning and Instruction, 2013.","ieee":"T. Brahm and T. Jenert, “A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation,” presented at the 15th Biennial EARLI Conference, München, 2013.","ama":"Brahm T, Jenert T. A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation. In: EARLI European Association for Research on Learning and Instruction; 2013."},"title":"A latent growth curve analysis of Business students' intrinsic and extrinsic motivation","conference":{"location":"München","end_date":"2013-08-31","start_date":"2013-08-27","name":"15th Biennial EARLI Conference"},"publisher":"EARLI European Association for Research on Learning and Instruction","date_updated":"2022-01-06T07:01:06Z","author":[{"first_name":"Taiga","last_name":"Brahm","full_name":"Brahm, Taiga"},{"full_name":"Jenert, Tobias","id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","first_name":"Tobias"}],"date_created":"2018-09-19T08:27:05Z","abstract":[{"lang":"eng","text":"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.\r\n\r\nThis 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.\r\n\r\nDescriptive 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).\r\n\r\nThe 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."}],"status":"public","type":"conference","keyword":["motivation","intrinsic motivation","extrinsic motivation","latent growth curve modeling","longitudinal data analysis","ASEQ","higher education","studying"],"extern":"1","_id":"4480","department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057"},{"year":"2013","citation":{"ama":"Jenert T, Brahm T. Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie. In: Institut für Psychologie; 2013.","ieee":"T. Jenert and T. Brahm, “Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie,” presented at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Hildesheim, 2013.","chicago":"Jenert, Tobias, and Taiga Brahm. “Die Entwicklung Studien-Und Hochschulbezogener Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie.” Institut für Psychologie, 2013.","apa":"Jenert, T., &#38; Brahm, T. (2013). Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie. Presented at the 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie, Hildesheim: Institut für Psychologie.","mla":"Jenert, Tobias, and Taiga Brahm. <i>Die Entwicklung Studien-Und Hochschulbezogener Einstellungen an Einer Wirtschaftsuniversität: Eine Qualitative Längsschnittstudie</i>. Institut für Psychologie, 2013.","short":"T. Jenert, T. Brahm, in: Institut für Psychologie, 2013.","bibtex":"@inproceedings{Jenert_Brahm_2013, title={Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie}, publisher={Institut für Psychologie}, author={Jenert, Tobias and Brahm, Taiga}, year={2013} }"},"title":"Die Entwicklung studien-und hochschulbezogener Einstellungen an einer Wirtschaftsuniversität: eine qualitative Längsschnittstudie","conference":{"start_date":"2013-09-23","name":"14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie","location":"Hildesheim","end_date":"2013-09-25"},"date_updated":"2022-01-06T07:01:06Z","publisher":"Institut für Psychologie","author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias","first_name":"Tobias"},{"full_name":"Brahm, Taiga","last_name":"Brahm","first_name":"Taiga"}],"date_created":"2018-09-19T08:29:59Z","abstract":[{"text":"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.","lang":"ger"}],"status":"public","type":"conference","keyword":["student attitudes","theory of planned behaviour","Einstellungsentwicklung","student motivation"],"extern":"1","_id":"4481","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}]},{"status":"public","editor":[{"full_name":"Spiekermann, Annette","last_name":"Spiekermann","first_name":"Annette"}],"type":"book_chapter","extern":"1","series_title":"Blickpunkt Hochschuldidaktik","user_id":"51057","department":[{"_id":"208"},{"_id":"282"}],"_id":"4509","citation":{"ama":"Jenert T, Brahm  T. Eine strategische Perspektive auf die Qualitätsentwicklung in Studienumgebungen . In: Spiekermann A, ed. <i>Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis</i>. Vol 124. 1st ed. Blickpunkt Hochschuldidaktik. Bielefeld: W. Bertelsmann Verlag ; 2013:69-84.","ieee":"T. Jenert and T. Brahm , “Eine strategische Perspektive auf die Qualitätsentwicklung in Studienumgebungen ,” in <i>Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis</i>, 1st ed., vol. 124, A. Spiekermann, Ed. Bielefeld: W. Bertelsmann Verlag , 2013, pp. 69–84.","chicago":"Jenert, Tobias, and Taiga Brahm . “Eine strategische Perspektive auf die Qualitätsentwicklung in Studienumgebungen .” In <i>Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis</i>, edited by Annette Spiekermann, 1st ed., 124:69–84. Blickpunkt Hochschuldidaktik. Bielefeld: W. Bertelsmann Verlag , 2013.","apa":"Jenert, T., &#38; Brahm , T. (2013). Eine strategische Perspektive auf die Qualitätsentwicklung in Studienumgebungen . In A. Spiekermann (Ed.), <i>Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis</i> (1st ed., Vol. 124, pp. 69–84). Bielefeld: W. Bertelsmann Verlag .","short":"T. Jenert, T. Brahm , in: A. Spiekermann (Ed.), Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis, 1st ed., W. Bertelsmann Verlag , Bielefeld, 2013, pp. 69–84.","bibtex":"@inbook{Jenert_Brahm _2013, place={Bielefeld}, edition={1}, series={Blickpunkt Hochschuldidaktik}, title={Eine strategische Perspektive auf die Qualitätsentwicklung in Studienumgebungen }, volume={124}, booktitle={Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis}, publisher={W. Bertelsmann Verlag }, author={Jenert, Tobias and Brahm , Taiga}, editor={Spiekermann, AnnetteEditor}, year={2013}, pages={69–84}, collection={Blickpunkt Hochschuldidaktik} }","mla":"Jenert, Tobias, and Taiga Brahm . “Eine strategische Perspektive auf die Qualitätsentwicklung in Studienumgebungen .” <i>Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis</i>, edited by Annette Spiekermann, 1st ed., vol. 124, W. Bertelsmann Verlag , 2013, pp. 69–84."},"intvolume":"       124","page":"69-84 ","place":"Bielefeld","publication_identifier":{"isbn":["978-3-7639-5194-9"]},"author":[{"last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994","first_name":"Tobias"},{"last_name":"Brahm ","full_name":"Brahm , Taiga","first_name":"Taiga"}],"volume":124,"date_updated":"2022-01-06T07:01:07Z","publication":"Lehrforschung wird Praxis: Hochschuldidaktische Forschungsergebnisse und ihre Integration in die Praxis","language":[{"iso":"ger"}],"year":"2013","edition":"1","title":"Eine strategische Perspektive auf die Qualitätsentwicklung in Studienumgebungen ","date_created":"2018-09-19T11:46:55Z","publisher":"W. Bertelsmann Verlag "},{"department":[{"_id":"208"},{"_id":"282"}],"user_id":"51057","_id":"4510","extern":"1","language":[{"iso":"ger"}],"publication":"Kompetenzentwicklung in unterschiedlichen Lernkulturen, Festschrift für Dieter Euler zum 60. 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Designing interaction routines in service networks: A modularity and social construction-based approach. <i>Scandinavian Journal of Information Systems</i>, (1), 17--47.","bibtex":"@article{Becker_Beverungen_Knackstedt_Matzner_Müller_Pöppelbuss_2013, title={Designing interaction routines in service networks: A modularity and social construction-based approach}, number={1}, journal={Scandinavian Journal of Information Systems}, author={Becker, Jörg and Beverungen, Daniel and Knackstedt, Ralf and Matzner, Martin and Müller, Oliver and Pöppelbuss, Jens}, year={2013}, pages={17--47} }","mla":"Becker, Jörg, et al. “Designing Interaction Routines in Service Networks: A Modularity and Social Construction-Based Approach.” <i>Scandinavian Journal of Information Systems</i>, no. 1, 2013, pp. 17--47.","short":"J. Becker, D. Beverungen, R. Knackstedt, M. Matzner, O. Müller, J. Pöppelbuss, Scandinavian Journal of Information Systems (2013) 17--47."},"date_updated":"2022-01-06T07:01:18Z","author":[{"first_name":"Jörg","full_name":"Becker, Jörg","last_name":"Becker"},{"first_name":"Daniel","id":"59677","full_name":"Beverungen, Daniel","last_name":"Beverungen"},{"last_name":"Knackstedt","full_name":"Knackstedt, Ralf","first_name":"Ralf"},{"full_name":"Matzner, Martin","last_name":"Matzner","first_name":"Martin"},{"last_name":"Müller","id":"72849","full_name":"Müller, Oliver","first_name":"Oliver"},{"first_name":"Jens","last_name":"Pöppelbuss","full_name":"Pöppelbuss, Jens"}],"date_created":"2018-10-12T08:30:56Z","title":"Designing interaction routines in service networks: A modularity and social construction-based approach","main_file_link":[{"url":"https://aisel.aisnet.org/sjis/vol25/iss1/2/"}],"publication":"Scandinavian Journal of Information Systems","type":"journal_article","status":"public","_id":"4699","user_id":"72849","keyword":["Business process management","Conceptual modeling","Interaction routines","Modular design","Service networks","Social construction"],"extern":"1","language":[{"iso":"eng"}]},{"year":"2013","page":"541-542","citation":{"ieee":"P. Wette and H. Karl, “Which Flows Are Hiding Behind My Wildcard Rule? Adding Packet Sampling to OpenFlow,” in <i>Proceedings of the ACM SIGCOMM ’13</i>, 2013, pp. 541–542.","chicago":"Wette, Philip, and Holger Karl. “Which Flows Are Hiding Behind My Wildcard Rule? Adding Packet Sampling to OpenFlow.” In <i>Proceedings of the ACM SIGCOMM ’13</i>, 541–42. Digital Library, 2013. <a href=\"https://doi.org/10.1145/2486001.2491710\">https://doi.org/10.1145/2486001.2491710</a>.","ama":"Wette P, Karl H. Which Flows Are Hiding Behind My Wildcard Rule? Adding Packet Sampling to OpenFlow. In: <i>Proceedings of the ACM SIGCOMM ’13</i>. Digital Library. ; 2013:541-542. doi:<a href=\"https://doi.org/10.1145/2486001.2491710\">10.1145/2486001.2491710</a>","mla":"Wette, Philip, and Holger Karl. “Which Flows Are Hiding Behind My Wildcard Rule? Adding Packet Sampling to OpenFlow.” <i>Proceedings of the ACM SIGCOMM ’13</i>, 2013, pp. 541–42, doi:<a href=\"https://doi.org/10.1145/2486001.2491710\">10.1145/2486001.2491710</a>.","bibtex":"@inproceedings{Wette_Karl_2013, series={Digital Library}, title={Which Flows Are Hiding Behind My Wildcard Rule? Adding Packet Sampling to OpenFlow}, DOI={<a href=\"https://doi.org/10.1145/2486001.2491710\">10.1145/2486001.2491710</a>}, booktitle={Proceedings of the ACM SIGCOMM ’13}, author={Wette, Philip and Karl, Holger}, year={2013}, pages={541–542}, collection={Digital Library} }","short":"P. Wette, H. Karl, in: Proceedings of the ACM SIGCOMM ’13, 2013, pp. 541–542.","apa":"Wette, P., &#38; Karl, H. (2013). Which Flows Are Hiding Behind My Wildcard Rule? Adding Packet Sampling to OpenFlow. In <i>Proceedings of the ACM SIGCOMM ’13</i> (pp. 541–542). <a href=\"https://doi.org/10.1145/2486001.2491710\">https://doi.org/10.1145/2486001.2491710</a>"},"has_accepted_license":"1","title":"Which Flows Are Hiding Behind My Wildcard Rule? Adding Packet Sampling to OpenFlow","doi":"10.1145/2486001.2491710","date_updated":"2022-01-06T07:01:19Z","author":[{"full_name":"Wette, Philip","last_name":"Wette","first_name":"Philip"},{"first_name":"Holger","last_name":"Karl","full_name":"Karl, Holger","id":"126"}],"date_created":"2017-10-17T12:42:23Z","abstract":[{"text":"In OpenFlow [1], multiple switches share the same control plane which is centralized atwhat is called the OpenFlow controller. A switch only consists of a forwarding plane. Rules for forwarding individual packets (called ow entries in OpenFlow) are pushed from the controller to the switches. In a network with a high arrival rate of new ows, such as in a data center, the control trac between the switch and controller can become very high. As a consequence, routing of new ows will be slow. One way to reduce control trac is to use wildcarded ow entries. Wildcard ow entries can be used to create default routes in the network. However, since switches do not keep track of ows covered by a wildcard ow entry, the controller no longer has knowledge about individual ows. To nd out about these individual ows we propose an extension to the current OpenFlow standard to enable packet sampling of wildcard ow entries.","lang":"eng"}],"status":"public","file":[{"relation":"main_file","success":1,"content_type":"application/pdf","file_name":"470-p541-wette_01.pdf","access_level":"closed","file_id":"1331","file_size":446835,"date_created":"2018-03-16T11:18:01Z","creator":"florida","date_updated":"2018-03-16T11:18:01Z"}],"publication":"Proceedings of the ACM SIGCOMM '13","type":"conference","ddc":["040"],"file_date_updated":"2018-03-16T11:18:01Z","_id":"470","project":[{"_id":"1","name":"SFB 901"},{"name":"SFB 901 - Subprojekt A2","_id":"6"},{"name":"SFB 901 - Project Area A","_id":"2"}],"department":[{"_id":"75"}],"series_title":"Digital Library","user_id":"15572"},{"publication_identifier":{"isbn":["0018-9391"],"issn":["00189391"]},"issue":"3","year":"2013","citation":{"mla":"Becker, Jorg, et al. “Bridging the Gap between Manufacturing and Service through IT-Based Boundary Objects.” <i>IEEE Transactions on Engineering Management</i>, no. 3, 2013, pp. 468--482, doi:<a href=\"https://doi.org/10.1109/TEM.2012.2214770\">10.1109/TEM.2012.2214770</a>.","short":"J. Becker, D. Beverungen, R. Knackstedt, M. Matzner, O. Müller, J. Pöppelbuss, IEEE Transactions on Engineering Management (2013) 468--482.","bibtex":"@article{Becker_Beverungen_Knackstedt_Matzner_Müller_Pöppelbuss_2013, title={Bridging the gap between manufacturing and service through IT-based boundary objects}, DOI={<a href=\"https://doi.org/10.1109/TEM.2012.2214770\">10.1109/TEM.2012.2214770</a>}, number={3}, journal={IEEE Transactions on Engineering Management}, author={Becker, Jorg and Beverungen, Daniel and Knackstedt, Ralf and Matzner, Martin and Müller, Oliver and Pöppelbuss, Jens}, year={2013}, pages={468--482} }","apa":"Becker, J., Beverungen, D., Knackstedt, R., Matzner, M., Müller, O., &#38; Pöppelbuss, J. (2013). Bridging the gap between manufacturing and service through IT-based boundary objects. <i>IEEE Transactions on Engineering Management</i>, (3), 468--482. <a href=\"https://doi.org/10.1109/TEM.2012.2214770\">https://doi.org/10.1109/TEM.2012.2214770</a>","chicago":"Becker, Jorg, Daniel Beverungen, Ralf Knackstedt, Martin Matzner, Oliver Müller, and Jens Pöppelbuss. “Bridging the Gap between Manufacturing and Service through IT-Based Boundary Objects.” <i>IEEE Transactions on Engineering Management</i>, no. 3 (2013): 468--482. <a href=\"https://doi.org/10.1109/TEM.2012.2214770\">https://doi.org/10.1109/TEM.2012.2214770</a>.","ieee":"J. Becker, D. Beverungen, R. Knackstedt, M. Matzner, O. Müller, and J. Pöppelbuss, “Bridging the gap between manufacturing and service through IT-based boundary objects,” <i>IEEE Transactions on Engineering Management</i>, no. 3, pp. 468--482, 2013.","ama":"Becker J, Beverungen D, Knackstedt R, Matzner M, Müller O, Pöppelbuss J. Bridging the gap between manufacturing and service through IT-based boundary objects. <i>IEEE Transactions on Engineering Management</i>. 2013;(3):468--482. doi:<a href=\"https://doi.org/10.1109/TEM.2012.2214770\">10.1109/TEM.2012.2214770</a>"},"page":"468--482","date_updated":"2022-01-06T07:01:19Z","author":[{"first_name":"Jorg","full_name":"Becker, Jorg","last_name":"Becker"},{"id":"59677","full_name":"Beverungen, Daniel","last_name":"Beverungen","first_name":"Daniel"},{"first_name":"Ralf","full_name":"Knackstedt, Ralf","last_name":"Knackstedt"},{"last_name":"Matzner","full_name":"Matzner, Martin","first_name":"Martin"},{"last_name":"Müller","id":"72849","full_name":"Müller, Oliver","first_name":"Oliver"},{"first_name":"Jens","last_name":"Pöppelbuss","full_name":"Pöppelbuss, Jens"}],"date_created":"2018-10-12T08:31:02Z","title":"Bridging the gap between manufacturing and service through IT-based boundary objects","doi":"10.1109/TEM.2012.2214770","type":"journal_article","publication":"IEEE Transactions on Engineering Management","status":"public","_id":"4700","user_id":"72849","keyword":["Action research","boundary spanning","business process management (BPM)","service blueprinting","service networks"],"language":[{"iso":"eng"}],"extern":"1"},{"type":"bachelorsthesis","status":"public","_id":"471","project":[{"_id":"1","name":"SFB 901"},{"name":"SFB 901 - Subprojekt C1","_id":"13"},{"name":"SFB 901 - Project Area C","_id":"4"},{"_id":"43","name":"Securing the Financial Cloud"}],"department":[{"_id":"64"}],"user_id":"477","language":[{"iso":"ger"}],"year":"2013","citation":{"apa":"Tezer, A. (2013). <i>Verteilte Erstellung und Aktualisierung von Schlüsselservern in identitätsbasierten Verschlüsselungssystemen</i>. Universität Paderborn.","bibtex":"@book{Tezer_2013, title={Verteilte Erstellung und Aktualisierung von Schlüsselservern in identitätsbasierten Verschlüsselungssystemen}, publisher={Universität Paderborn}, author={Tezer, Alina}, year={2013} }","mla":"Tezer, Alina. <i>Verteilte Erstellung und Aktualisierung von Schlüsselservern in identitätsbasierten Verschlüsselungssystemen</i>. Universität Paderborn, 2013.","short":"A. Tezer, Verteilte Erstellung und Aktualisierung von Schlüsselservern in identitätsbasierten Verschlüsselungssystemen, Universität Paderborn, 2013.","chicago":"Tezer, Alina. <i>Verteilte Erstellung und Aktualisierung von Schlüsselservern in identitätsbasierten Verschlüsselungssystemen</i>. Universität Paderborn, 2013.","ieee":"A. Tezer, <i>Verteilte Erstellung und Aktualisierung von Schlüsselservern in identitätsbasierten Verschlüsselungssystemen</i>. Universität Paderborn, 2013.","ama":"Tezer A. <i>Verteilte Erstellung und Aktualisierung von Schlüsselservern in identitätsbasierten Verschlüsselungssystemen</i>. Universität Paderborn; 2013."},"date_updated":"2022-01-06T07:01:19Z","publisher":"Universität Paderborn","date_created":"2017-10-17T12:42:23Z","supervisor":[{"first_name":"Johannes","last_name":"Blömer","full_name":"Blömer, Johannes","id":"23"}],"author":[{"first_name":"Alina","full_name":"Tezer, Alina","last_name":"Tezer"}],"title":"Verteilte Erstellung und Aktualisierung von Schlüsselservern in identitätsbasierten Verschlüsselungssystemen"}]