TY - CONF
AU - Pauck, Felix
AU - Wehrheim, Heike
ED - Koziolek, Anne
ED - Schaefer, Ina
ED - Seidl, Christoph
ID - 21238
T2 - Software Engineering 2021
TI - Cooperative Android App Analysis with CoDiDroid
ER -
TY - JOUR
AB - Zusammenfassung. In der Arbeit 4.0 ist durch neue Beschäftigungsmöglichkeiten für Mitarbeitende eine Langzeitbindung an ein Unternehmen seltener. Unternehmen reagieren mit flexibilisierten Arbeitsplätzen, um diesem Wunsch der Mitarbeitenden nachzukommen. Flexibilisierung reduziert die Absicht das Unternehmen zu verlassen. Dabei ist wichtig, räumliche und zeitliche Flexibilisierung zu differenzieren. Außerdem gewinnen individuelle Werte bezüglich Stabilität und Kontinuität an Bedeutung und können den Bindungswunsch stärken. Hauptziel dieser Untersuchung ist, anhand eines kontroll- und ressourcentheoretisch fundierten Rahmens in zwei aufeinander aufbauenden Studien ( N = 448, N = 202) die (potenziell unterschiedlich starken) Zusammenhänge von zeitlicher und räumlicher Flexibilisierung mit Mitarbeitendenbindung zu analysieren und zu prüfen, ob sich diese Zusammenhänge bestätigen lassen, wenn zusätzlich individuelle Werte in die Analyse einbezogen werden. Die Ergebnisse zeigen, dass zeitliche und räumliche Flexibilisierung unterschiedlich mit der Bleibeabsicht zusammenhängen. Während zeitliche Flexibilisierung positive Zusammenhänge zeigt, finden sich in Bezug auf räumliche Flexibilisierung keine Zusammenhänge. Werte bezüglich Stabilität und Kontinuität scheinen dabei nicht mit einer stärkeren Mitarbeitendenbindung zusammenzuhängen.
AU - Bender, Elena
AU - Schürmann, Mirko
AU - Poethke, Ute
AU - Soyka, Chantal
AU - Schaper, Niclas
AU - Rowold, und Jens
ID - 33748
IS - 1
JF - Zeitschrift für Arbeits- und Organisationspsychologie A&O
KW - Organizational Behavior and Human Resource Management
KW - Applied Psychology
SN - 0932-4089
TI - Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten für Mitarbeitendenbindung in der Arbeitswelt 4.0
VL - 66
ER -
TY - JOUR
AB - ZusammenfassungIn vielen Bereichen der Wirtschaftsinformatik spielt die Erstellung konzeptueller Modelle unter Verwendung grafischer Modellierungssprachen eine wichtige Rolle. Entsprechend wichtig ist eine fundierte Grundausbildung, die sich an den benötigten Modellierungskompetenzen orientiert und daher neben theoretischen auch praktische Aspekte der konzeptuellen Modellierung in den Blick nimmt. Der vorliegende Beitrag stellt erste Ergebnisse aus dem KEA-Mod-Projekt vor, das sich mit der Erstellung eines „digitalen Fachkonzepts“ im Bereich der grafischen, konzeptuellen Modellierung befasst. Kernstück dieses Fachkonzepts ist die Unterstützung der Grundausbildung in der grafischen, konzeptuellen Modellierung durch eine kompetenzorientierte E‑Assessment-Plattform mit automatisierten und individuellen Bewertungs- und Feedbackmöglichkeiten.
AU - Striewe, Michael
AU - Forell, Martin
AU - Houy, Constantin
AU - Pfeiffer, Peter
AU - Schiefer, Gunther
AU - Schüler, Selina
AU - Soyka, Chantal
AU - Stottrop, Tobias
AU - Ullrich, Meike
AU - Fettke, Peter
AU - Loos, Peter
AU - Oberweis, Andreas
AU - Schaper, Niclas
ID - 33751
IS - 6
JF - HMD Praxis der Wirtschaftsinformatik
KW - General Earth and Planetary Sciences
KW - General Environmental Science
SN - 1436-3011
TI - Kompetenzorientiertes E-Assessment für die grafische, konzeptuelle Modellierung
VL - 58
ER -
TY - JOUR
AB - Spätestens mit der Einführung des Bundeskinderschutzgesetzes haben standardisierte Risikoeinschätzungsinstrumente auch in Deutschland eine Ausweitung erfahren. Der Beitrag gibt einen kurzen Einblick in die disparate Landschaft der in Deutschland verwendeten Einschätzungsinstrumente. Auch wenn risikostatische Entscheidungsinstrumente (noch) nicht vorliegen, hat der vermehrte Einsatz standardisierter Einschätzungs- und Dokumentationsinstrumente im Kinderschutz das Potenzial, die lokale Fallpraxis nachhaltig zu beeinflussen. Mit der Einführung standardisierter Einschätzungsinstrumente ist die Hoffnung verbunden, sozialarbeiterische Einschätzungen über Risiken durch verbindliche Verfahren zu verbessern. Dabei gerät leicht aus dem Blick, dass die Anwendung von standardisierten Risikoeinschätzungsverfahren im Organisationshandeln sehr unterschiedliche Funktionen haben kann und lokale Fallpraxis in spezifischer Weise anleitet und strukturiert. Standardisierte Risikoeinschätzungsverfahren koppeln lokale Praxis stärker an organisatorische Vorgaben, beeinflussen durch ihre Konstruktionsweise die Sicht auf den Fall und reduzieren meist komplexe Fallverläufe in vermeintlich deskriptiv eindeutige Kategorien. Damit ist nicht zuletzt die Gefahr verbunden, dass sich die institutionelle Aufmerksamkeit von ko-produktiven Elementen der Leistungserbringung hin zu einem präventiven Managen von potenziellen Gefährdungsrisiken verschiebt.
AU - Dahmen, Stephan
ID - 37276
IS - 1
JF - Sozial Extra
TI - Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung und situierter Anwendung
VL - 45
ER -
TY - BOOK
AB - How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.
AU - Dahmen, Stephan
ID - 37274
KW - Youth
KW - Welfare State
KW - Transitions
KW - Human Service Organizations
KW - Institutional Ethnography
KW - Activation
KW - Sociology of Conventions
KW - Work
KW - Education
KW - Educational Research
KW - Sociology of Education
KW - Social Pedagogy
KW - History of Education
KW - Bielefeld University Press
TI - Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action
ER -
TY - BOOK
AB - How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.
AU - Dahmen, Stephan
ID - 37273
KW - Youth
KW - Welfare State
KW - Transitions
KW - Human Service Organizations
KW - Institutional Ethnography
KW - Activation
KW - Sociology of Conventions
KW - Work
KW - Education
KW - Educational Research
KW - Sociology of Education
KW - Social Pedagogy
KW - History of Education
KW - Bielefeld University Press
TI - Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action
ER -
TY - JOUR
AU - Dahmen, Stephan
ID - 37277
IS - H.3
JF - Zeitschrift für Soziologie der Erziehung und Sozialisation
TI - Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.
VL - 41
ER -
TY - JOUR
AB - In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (<em>Potenzialanalysen</em>) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called <em>Potenzialanalysen</em>. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons.
AU - Dahmen, Stephan
ID - 37285
IS - 3
JF - Social Inclusion
KW - Sociology and Political Science
KW - Social Psychology
SN - 2183-2803
TI - Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?
VL - 9
ER -
TY - JOUR
AU - Graefe, Grit
AU - Temmen, Katrin
ID - 37289
IS - 02/2021
JF - Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.
TI - Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?
ER -
TY - THES
AU - Fiedler, Moritz
ID - 37396
TI - Development of a Strategic Controlling Concept
ER -
TY - JOUR
AU - Menzefricke, Jörn Steffen
AU - Wiederkehr, Ingrid
AU - Koldewey, Christian
AU - Dumitrescu, Roman
ID - 37404
JF - Procedia CIRP
KW - General Medicine
SN - 2212-8271
TI - Maturity-based Development of Strategic Thrusts for Socio-technical Risks
VL - 104
ER -
TY - GEN
AB - This study examines the relation between voluntary audit and the cost of debt in private firms. We use a sample of 4,058 small private firms operating in the period 2006‐2017 that are not subject to mandatory audits. Firms decide for a voluntary audit of financial statements either because the economic setting in which they operate effectively forces them to do so (e.g., ownership complexity, export‐oriented supply chain, subsidiary status) or because firm fundamentals and/or financial reporting practices limit their access to financial debt, both reflected in earnings quality. We use these factors to model the decision for voluntary audit. In the outcome analyses, we find robust evidence that voluntary audits are associated with higher, rather than lower, interest rate by up to 3.0 percentage points. This effect is present regardless of the perceived audit quality (Big‐4 vs. non‐Big‐4), but is stronger for non‐Big‐4 audits where auditees have a stronger position relative to auditors. Audited firms’ earnings are less informative about future operating performance relative to unaudited counterparts. We conclude that voluntary audits facilitate access to financial debt for firms with higher risk that may otherwise have no access to this form of financing. The price paid is reflected in higher interest rates charged to firms with voluntary audits – firms with higher information and/or fundamental risk.
AU - Ichev, Riste
AU - Koren, Jernej
AU - Kosi, Urska
AU - Sitar Sustar, Katarina
AU - Valentincic, Aljosa
ID - 37136
KW - private firms
KW - voluntary audit
KW - cost of debt
KW - self‐selection bias
KW - risk
TI - Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk
ER -
TY - CHAP
AU - Grotjahn, Rebecca
ED - Schlieper, Hendrik
ED - Tönnies, Merle
ID - 37182
SN - 978-3-447-11508-7
T2 - Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas
TI - Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik
VL - 21
ER -
TY - CHAP
AU - Grotjahn, Rebecca
ED - Ertelt, Thomas
ED - Loesch, Heinz von
ID - 37183
SN - 9783761820827
T2 - Institutionen und Medien
TI - Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten
VL - 2
ER -
TY - CHAP
AU - Iffland, Joachim
AU - Grotjahn, Rebecca
ID - 37180
T2 - Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en mutation
TI - Musikedition – auch ohne Noten
VL - 27,3
ER -
TY - CHAP
AU - Grotjahn, Rebecca
ED - Grosch, Nils
ED - Seedorf, Thomas
ID - 37179
SN - 978-3-89007-906-6
T2 - Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert
TI - Singen – Körper – Medien
VL - 2
ER -
TY - CHAP
AU - Georgi, Christopher
ID - 37435
T2 - Angstkonstruktionen
TI - Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“
ER -
TY - CONF
AU - Tumat, Antje
ED - Grönke, Kadja
ED - Zywietz, Michael
ID - 36822
SN - 978-3-86485-259-6
T2 - Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018
TI - Biografie und Werk: Henzes „Bassariden“
ER -
TY - JOUR
AB - A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support.
AU - Seifert, Susanne
AU - Paleczek, Lisa
ID - 37445
IS - 5
JF - Electronic Journal of e-Learning
KW - Computer Science Applications
KW - Education
SN - 1479-4403
TI - Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation
VL - 19
ER -
TY - JOUR
AB - AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.
AU - Seifert, Susanne
ID - 37443
IS - 2
JF - Technology, Knowledge and Learning
KW - Computer Science Applications
KW - Human-Computer Interaction
KW - Education
KW - Mathematics (miscellaneous)
SN - 2211-1662
TI - Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade
VL - 26
ER -