@inbook{61443,
  abstract     = {{<p>This handbook systematises the current state of knowledge on subjects of higher education research. It examines research, teaching and studies, the transfer of knowledge related to research and teaching as well as universities as organisations and their functions in the education and training systems. By looking at the topics over time, this standard work also provides information on university developments and their current state. The following question is answered in 60 articles: What do we currently know about the topic under discussion, what is the current state of research and what has remained unanswered so far? This book is aimed at higher education, academic and educational research as well as practitioners in higher education development and higher education policy.<bold>With contributions by</bold>Nicole Auferkorte-Michaelis | Julia Backhaus | Ulf Banscherus | Annette Barkhaus | Lukas Baschung | Lorenz Blume | Stefan Böschen | Carla Bohndick | Gesche Brandt | Kolja Briedis | Rainer Bromme | Till Bruckermann | Juri Dachtera | Jennifer Dusdal | Melinda Erdmann | Gregor Fabian | Marian Füssel | Max-Emanuel Geis | Nicolai Götze | Gabriele Gramelsberger | Insa Großkraumbach | Julian Hamann | Christophe Heger | Thomas Heinze | Justus Henke | Sandra Hofhues | Arlette Jappe | Tobias Jenert | Stefan John | Wolfgang Jütte | Marco Kalz | Michael Kerres | Bernd Kleimann | Robert Kordts | Anna Kosmützky | Georg Krücken | Ines Langemeyer | Michelle Latta | Inge Leurs | Avelina Lovis-Schmidt | Sylvi Mauermeister | Marianne Merkt | Björn Möller | Richard Münch | Martin Neugebauer | Axel Oberschelp | Peer Pasternack | Attila Pausits | Axel Philipps | Manuel Pietzonka | Philipp Pohlenz | Justin J. W. Powell | Carole Probst | Martin Reinhart | Gabi Reinmann | Rüdiger Rhein | Heiner Rindermann | Heinke Röbken | Ronny Röwert | Gudrun Rohde | Niclas Schaper | Mandy Schiefner-Rohs | Christian Schneijderberg | Elmar Schüll | Marcel Schütz | Dagmar Simon | Isabel Steinhardt | Jana Stibbe | Friedrich Stratmann | Niels Taubert | Ulrich Teichler | Ewald Terhart | Peter Tremp | Martin Unger | Susanne de Vogel | Klaus Wannemacher | Christian Wassmer | Inka Wertz | Oliver Wieczorek | Johanna Witte | Andrä Wolter | Grit Würmseer</p>}},
  author       = {{Jenert, Tobias}},
  booktitle    = {{Hochschulforschung}},
  editor       = {{Pasternack, Peer and Reinmann, Gabi and Schneijderberg, Christian}},
  isbn         = {{9783748943334}},
  pages        = {{317--326}},
  publisher    = {{Nomos Verlagsgesellschaft mbH & Co. KG}},
  title        = {{{Studiengangentwicklung}}},
  doi          = {{10.5771/9783748943334}},
  year         = {{2025}},
}

@inbook{58874,
  author       = {{Fahrbach, Manuel and Jenert, Tobias and Fust, Alexander and Bellwald, Noah and Winkler, Christoph}},
  booktitle    = {{Annals of Entrepreneurship Education and Pedagogy - 2025}},
  isbn         = {{9781035325795}},
  keywords     = {{Self-Regulated Learning, Entrepreneurship Education, Entrepreneurship Research}},
  pages        = {{249–265}},
  publisher    = {{Edward Elgar Publishing}},
  title        = {{{Fostering self-regulated entrepreneurial learning in entrepreneurship education}}},
  doi          = {{10.4337/9781035325795.00021}},
  year         = {{2025}},
}

@inbook{58875,
  author       = {{Winkler, Christoph and Jenert, Tobias and Fust, Alexander}},
  booktitle    = {{Annals of Entrepreneurship Education and Pedagogy - 2025}},
  isbn         = {{9781035325795}},
  keywords     = {{Methodology, Entrepreneurship Education, Entrepreneurship Research}},
  pages        = {{93–105 }},
  publisher    = {{Edward Elgar Publishing}},
  title        = {{{Transferability as a key to impactful entrepreneurship education outcomes: a new quest}}},
  doi          = {{10.4337/9781035325795.00013}},
  year         = {{2025}},
}

@book{60522,
  author       = {{Euler, Dieter and Sloane, Peter F. E. and Jenert, Tobias and Daniel-Söltenfuß, Desiree and Hagemeier, Daniel and Ludolph, Fabian and Fuhrmann, Joelle}},
  publisher    = {{Eusl; wbv}},
  title        = {{{Innovation und Transfer in der kommunalen Bildungsarbeit. Erfahrungen aus zehn Jahren wissenschaftlicher Begleitung der Transferinitiative Kommunales Bildungsmanagement}}},
  doi          = {{10.3278/9783763978656}},
  year         = {{2025}},
}

@inproceedings{61105,
  author       = {{Jenert, Tobias and Büker, Ronja}},
  booktitle    = {{21th Biennial EARLI Conference}},
  location     = {{Graz}},
  title        = {{{The Multifaceted Nature of Self-Regulation in Entrepreneurship: A Latent Class Analysis}}},
  year         = {{2025}},
}

@article{60111,
  author       = {{Jenert, Tobias}},
  journal      = {{bwp@profil}},
  pages        = {{1--16}},
  title        = {{{Innovieren, Transferieren, Gestalten: Eine Wissenschaft, die sich verständigt}}},
  volume       = {{11}},
  year         = {{2025}},
}

@inproceedings{62650,
  author       = {{Jenert, Tobias}},
  location     = {{Graz}},
  title        = {{{Sustainable educational innovation in Higher Education: Upscaling, transfer, and student involvement}}},
  year         = {{2025}},
}

@article{62973,
  abstract     = {{Large Language Models (LLMs) are increasingly being explored for their potential in software engineering, particularly in static analysis tasks. In this study, we investigate the potential of current LLMs to enhance call-graph analysis and type inference for Python and JavaScript programs. We empirically evaluated 24 LLMs, including OpenAI's GPT series and open-source models like LLaMA and Mistral, using existing and newly developed benchmarks. Specifically, we enhanced TypeEvalPy, a micro-benchmarking framework for type inference in Python, with auto-generation capabilities, expanding its scope from 860 to 77,268 type annotations for Python. Additionally, we introduced SWARM-CG and SWARM-JS, comprehensive benchmarking suites for evaluating call-graph construction tools across multiple programming languages.
 Our findings reveal a contrasting performance of LLMs in static analysis tasks. For call-graph generation, traditional static analysis tools such as PyCG for Python and Jelly for JavaScript consistently outperform LLMs. While advanced models like mistral-large-it-2407-123b and gpt-4o show promise, they still struggle with completeness and soundness in call-graph analysis across both languages. In contrast, LLMs demonstrate a clear advantage in type inference for Python, surpassing traditional tools like HeaderGen and hybrid approaches such as HiTyper. These results suggest that, while LLMs hold promise in type inference, their limitations in call-graph analysis highlight the need for further research. Our study provides a foundation for integrating LLMs into static analysis workflows, offering insights into their strengths and current limitations.}},
  author       = {{Shivarpatna Venkatesh, Ashwin Prasad and Sunil, Rose and Sabu, Samkutty and Mir, Amir M. and Reis, Sofia and Bodden, Eric}},
  journal      = {{Empirical Software Engineering}},
  number       = {{6}},
  publisher    = {{Springer}},
  title        = {{{An Empirical Study of Large Language Models for Type and Call Graph Analysis in Python and JavaScript}}},
  doi          = {{10.48550/ARXIV.2410.00603}},
  volume       = {{30}},
  year         = {{2025}},
}

@inproceedings{62953,
  author       = {{Ponath, Jonas and Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{40. Fortbildungs- und Vortragstagung der Fachgruppe Chemieunterricht der Gesellschaft Deutscher Chemiker e.V. (GDCh)}},
  keywords     = {{Digital, Digitalisierung, Messsensoren, Fortbildung, Lehrkräfte, Chemie, Nachhaltigkeit, Bildung für nachhaltige Entwicklung, BNE}},
  location     = {{Regensburg}},
  title        = {{{Einsatz digitaler Messwerterfassung in kontextualisierten Lernumgebungen im Bereich Bildung für nachhaltige Entwicklung}}},
  year         = {{2025}},
}

@inproceedings{62951,
  author       = {{Pollmeier, Pascal and Bohrmann-Linde, Claudia and Cornelius, Soraya and Grandrath, Rebecca and Rubner, Isabel and Siepmann, Karin and Sommer, Katrin and Fechner, Sabine}},
  booktitle    = {{Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik e.V. (GDCP)}},
  keywords     = {{Digital, Digitalisierung, Künstliche Intelligenz, KI, Messsensoren, Fortbildung, Lehrkräfte, Chemie}},
  location     = {{Frankfurt am Main}},
  title        = {{{Evaluation digitalisierungsbezogener Fortbildungen für Chemielehrkräfte}}},
  year         = {{2025}},
}

@article{62980,
  abstract     = {{<jats:p>We introduce a new classification of multimode states with a fixed number of photons. This classification is based on the factorizability of homogeneous multivariate polynomials and is invariant under unitary transformations. The classes physically correspond to field excitations in terms of single and multiple photons, each of which is in an arbitrary irreducible superposition of quantized modes. We further show how the transitions between classes are rendered possible by photon addition, photon subtraction, and photon-projection nonlinearities. We explicitly put forward a design for a multilayer interferometer in which the states for different classes can be generated with state-of-the-art experimental techniques. Limitations of the proposed designs are analyzed using the introduced classification, providing a benchmark for the robustness of certain states and classes.</jats:p>}},
  author       = {{Kopylov, Denis A. and Offen, Christian and Ares, Laura and Wembe Moafo, Boris Edgar and Ober-Blöbaum, Sina and Meier, Torsten and Sharapova, Polina R. and Sperling, Jan}},
  issn         = {{2643-1564}},
  journal      = {{Physical Review Research}},
  number       = {{3}},
  publisher    = {{American Physical Society (APS)}},
  title        = {{{Multiphoton, multimode state classification for nonlinear optical circuits}}},
  doi          = {{10.1103/sv6z-v1gk}},
  volume       = {{7}},
  year         = {{2025}},
}

@inproceedings{60846,
  author       = {{Büker, Petra and Göddertz, Nina and Glawe, Katrin and Reichenbach, Alexandra and Wagner, Melanie}},
  title        = {{{Videobasierte Lehr-Lern-Settings entwickeln: Bildung für nachhaltige Entwicklung in der Kita als interdisziplinärer Lehr- und Lerngegenstand. Workshop am Tag der Lehre zum Thema: „Teaching for Future - Nachhaltige Lehre und Lehre über Nachhaltigkeit“. Universität Paderborn.}}},
  year         = {{2025}},
}

@inbook{62203,
  abstract     = {{<jats:title>Abstract</jats:title>
							<jats:p>This study investigates parents’ perspectives on
								the preferred onset of English education in Germany and potential
								explanatory factors drawing on a cross-sectional survey of 2,645
								parents from the EUBE project
										(<jats:italic>
                            <jats:underline>E</jats:underline>nglisch<jats:underline>u</jats:underline>nterrichts<jats:underline>b</jats:underline>eginn
									aus <jats:underline>E</jats:underline>lternsicht</jats:italic> / Parental
								perspectives on the onset of English Language Education). Results
								reveal that a significant majority of parents advocate for an early
								start in year 1 or 2 of primary school, generally aligning with
								their strong conviction of the importance of English, high
								educational aspirations and expectations, and their own (early)
								start of language education. The findings contribute to a deeper
								understanding of parental perspectives that have also shown to be
								related to multiple indicators of educational success in general and
								achievements in language learning in particular.</jats:p>}},
  author       = {{Rumlich, Dominik and Porsch, Raphaela}},
  booktitle    = {{Early language education in instructed contexts}},
  editor       = {{Frisch, Stefanie and Glaser, Karen}},
  isbn         = {{9789027223449}},
  pages        = {{286--305}},
  publisher    = {{John Benjamins Publishing Company}},
  title        = {{{Starting early or late? Parental perspectives on the onset of English language education at primary school in Germany}}},
  doi          = {{10.1075/lllt.62.13rum}},
  year         = {{2025}},
}

@inbook{62997,
  author       = {{Herding, Jana and Glawe, Katrin and Caci, Stefania Vita and Büker, Petra}},
  booktitle    = {{Diskurse und Praktiken der Heterogenität}},
  editor       = {{Güneşli, Habib and Albers, Timm and Mombeck, Mona Maria and Jesuthasan, Jonitta}},
  isbn         = {{978-3-7799-8994-3}},
  pages        = {{163--177}},
  publisher    = {{Beltz Juventa}},
  title        = {{{Das Lehr‑/Lernkonzept inklud‐e: Durch videobasierte Fallarbeit Studierende des Grundschullehramtes für Inklusion sensibilisieren}}},
  year         = {{2025}},
}

@inproceedings{62994,
  author       = {{Büker, Petra and Kamin, Anna-Maria and Oevel, Gudrun and Bernasconi, Bernadette and Löwen, Jana and Bruhnke, Lorena and Knurr, Moritz}},
  title        = {{{PrimOER: Professionalisierung der Grundschullehrkräftebildung durch eine neue „Kultur des Teilens“ in der Lehre. Posterbeitrag auf der 33. Jahrestagung der DGfE-Kommission Grundschulforschung und Pädagogik der Primarstufe an der PH Vorarlberg, Österreich.}}},
  year         = {{2025}},
}

@article{62996,
  author       = {{Büker, Petra and Knapp, Damaris and Schönknecht, Gudrun}},
  journal      = {{Grundschulzeitschrift}},
  pages        = {{6--9}},
  title        = {{{Wege entstehen beim Gehen. Demokratiebildung in der Grundschule.}}},
  volume       = {{Jahresheft 1}},
  year         = {{2025}},
}

@inproceedings{62993,
  author       = {{Büker, Petra}},
  title        = {{{Grundschulforschung braucht Transfer: Brückenschläge zur Lehrkräftebildung, Bildungspolitik und Schulpraxis. Beitrag auf der 33. Jahrestagung der DGfE-Kommission Grundschulforschung und Pädagogik der Primarstufe an der PH Vorarlberg, Österreich.}}},
  year         = {{2025}},
}

@misc{62992,
  booktitle    = {{Die Grundschulzeitschrift Jahresheft}},
  editor       = {{Büker, Petra and Ertl, Sonja and Knapp, Damaris and Schnebel, Stefanie}},
  title        = {{{Demokratie kann man lernen}}},
  year         = {{2025}},
}

@article{63000,
  abstract     = {{Critical political economy of communication and the media (CPECM) is an approach and field of study that critically analyzes how the interaction of politics and the economy in society shapes and is shaped by (mediated) communication. This study asks: What is the role of methodology in the approach of CPECM? How are methods and media ethics related in the critical study of media, economy, and society? The article argues that CPECM is distinct in that it asks special types of questions that are different from the questions asked by administrative research. This study points out 10 methodological dimensions of CPECM. It argues that empirical ideology critique should not be situated outside but inside of CPECM. It becomes evident that, other than conventional methods in media and communication studies, CPECM methodology is guided by ethics, moral philosophy, and critical theories.}},
  author       = {{Fuchs, Christian}},
  issn         = {{0196-8599}},
  journal      = {{Journal of Communication Inquiry}},
  publisher    = {{SAGE Publications}},
  title        = {{{The Question of Methodology in Critical Political Economy of Communication and the Media}}},
  doi          = {{10.1177/01968599251405272}},
  year         = {{2025}},
}

@article{62201,
  abstract     = {{<jats:title>ABSTRACT</jats:title><jats:p>The use of digital tools for second and foreign language lexical learning is increasingly popular and research in this area is constantly expanding. However, little has been written about specific criteria that could be used to identify tools with high‐quality lexical input, as available checklists and frameworks for digital media tend to neglect detailed analyses of the vocabulary domain. This article addresses this issue by presenting the Checklist for Evaluating Digital Resources for Lexical Learning (DigiLex), which combines important digital language learning criteria with an extensive evaluation of lexical content. The checklist is both theory‐based and user‐friendly, aiming to fill a gap between theory and practice in the field of digital lexical learning. The article discusses the theoretical basis of the checklist and integrates the results of a small pilot study with pre‐service and in‐service teachers, emphasizing feasibility in everyday learning and teaching. By providing an easy‐to‐use tool for identifying suitable digital resources, the DigiLex checklist aims to support language learners and teachers in self‐regulated lexical learning.</jats:p>}},
  author       = {{Lehmkuhl, Paulina and Wagner, Benedikt and Frisch, Stefanie and Rumlich, Dominik and Visser, Judith}},
  issn         = {{1056-7941}},
  journal      = {{TESOL Journal}},
  number       = {{1}},
  publisher    = {{Wiley}},
  title        = {{{DigiLex — A Checklist for the Evaluation of Digital Tools for Second and Foreign Language Lexical Learning}}},
  doi          = {{10.1002/tesj.70016}},
  volume       = {{16}},
  year         = {{2025}},
}