@incollection{WeylandPallastTiberius2022,
  author    = {Weyland, Michael and Pallast, Gregor and Tiberius, Victor},
  title     = {{\"O}konomisches Denken f{\"o}rdern durch kognitiv aktivierende Aufgaben},
  series = {{\"O}konomisches Denken lehren und lernen},
  booktitle = {{\"O}konomisches Denken lehren und lernen},
  editor    = {Brahm, Taiga and Iberer, Ulrich and K{\"a}rner, Tobias and Weyland, Michael},
  publisher = {wbv},
  address   = {Bielefeld},
  isbn      = {978-3-7639-7048-3},
  doi       = {10.3278/9783763973088_25},
  pages     = {26 -- 48},
  year      = {2022},
  abstract  = {In diesem Beitrag m{\"o}chten wir einen Gedanken des amerikanischen Mathematikers Paul Halmos aufgreifen und konkretisieren. Wir m{\"o}chten verdeutlichen, dass {\"o}konomisches Denken nicht abstrakt gelehrt, sondern „erfahren" werden muss, wenn es nachhaltig und in seiner ganzen Breite gef{\"o}rdert werden soll. Dazu dienen kognitiv aktivierende Aufgaben. Was man darunter versteht und welche Funktionen und Qualit{\"a}tsmerkmale Aufgaben in der {\"o}konomischen Bildung besitzen, verdeutlichen wir in den Abschnitten 1 und 2. Im Praxisteil (Abschnitte 3 bis 8) werden konkrete, unterrichtlich erprobte Beispielaufgaben vorgestellt, mit denen {\"o}konomisches Denken erfolgreich gef{\"o}rdert werden kann. Unser Beitrag schließt mit einer kurzen Skizze wirtschaftsdidaktischer Implikationen (Abschnitt 9).},
  language  = {de}
}
@incollection{VladovaUllrichBenderetal.2021,
  author    = {Vladova, Gergana and Ullrich, Andr{\´e} and Bender, Benedict and Gronau, Norbert},
  title     = {Yes, we can (?)},
  series = {Technology and innovation in learning, teaching and education : second international conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020 : proceedings},
  booktitle = {Technology and innovation in learning, teaching and education : second international conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020 : proceedings},
  editor    = {Reis, Ars{\´e}nio and Barroso, Jo{\~a}o and Lopes, J. Bernardino and Mikropoulos, Tassos and Fan, Chih-Wen},
  publisher = {Springer},
  address   = {Cham},
  isbn      = {978-3-030-73987-4},
  doi       = {10.1007/978-3-030-73988-1_17},
  pages     = {225 -- 235},
  year      = {2021},
  abstract  = {The COVID-19 crisis has caused an extreme situation for higher education institutions around the world, where exclusively virtual teaching and learning has become obligatory rather than an additional supporting feature. This has created opportunities to explore the potential and limitations of virtual learning formats. This paper presents four theses on virtual classroom teaching and learning that are discussed critically. We use existing theoretical insights extended by empirical evidence from a survey of more than 850 students on acceptance, expectations, and attitudes regarding the positive and negative aspects of virtual teaching. The survey responses were gathered from students at different universities during the first completely digital semester (Spring-Summer 2020) in Germany. We discuss similarities and differences between the subjects being studied and highlight the advantages and disadvantages of virtual teaching and learning. Against the background of existing theory and the gathered data, we emphasize the importance of social interaction, the combination of different learning formats, and thus context-sensitive hybrid learning as the learning form of the future.},
  language  = {en}
}
@incollection{FischerProellerSiegeletal.2022,
  author    = {Fischer, Caroline and Proeller, Isabella and Siegel, John and Drathschmidt, Nicolas},
  title     = {Virtuelle Teams und Homeoffice},
  series = {Handbuch Digitalisierung in Staat und Verwaltung},
  booktitle = {Handbuch Digitalisierung in Staat und Verwaltung},
  editor    = {Klenk, Tanja and Nullmeier, Frank and Wewer, G{\"o}ttrik},
  publisher = {Springer VS},
  address   = {Wiesbaden},
  isbn      = {978-3-658-23669-4},
  doi       = {10.1007/978-3-658-23669-4_88-1},
  pages     = {1 -- 13},
  year      = {2022},
  abstract  = {Das Arbeiten im Homeoffice war in der deutschen {\"o}ffentlichen Verwaltung vor der Covid-19 Pandemie kein verbreitetes Arbeitsmodell. Mit der Pandemie {\"a}nderte sich die Situation unerwartet und wom{\"o}glich auch nachhaltig. Vor dem Hintergrund unterschiedlicher Erfahrungen ist die Frage nicht mehr ob, sondern wie zuk{\"u}nftig in der Verwaltung mobil, flexibel und dezentral sowie in virtuellen Teams gearbeitet werden kann und soll. Dieser Beitrag untersucht diese Konzepte genauer, veranschaulicht deren praktische Anwendung und er{\"o}rtert entsprechende Perspektiven f{\"u}r das zuk{\"u}nftige Arbeiten im {\"o}ffentlichen Dienst.},
  language  = {de}
}
@incollection{VladovaBertheau2023,
  author    = {Vladova, Gergana and Bertheau, Clementine},
  title     = {Unter dem Zeichen K{\"u}nstlicher Intelligenz},
  series = {K{\"u}nstliche Intelligenz in der Bildung},
  booktitle = {K{\"u}nstliche Intelligenz in der Bildung},
  editor    = {de Witt, Claudia and Gloerfeld, Christina and Wrede, Silke Elisabeth},
  publisher = {Springer VS},
  address   = {Wiesbaden},
  isbn      = {978-3-658-40078-1},
  doi       = {10.1007/978-3-658-40079-8_19},
  pages     = {393 -- 410},
  year      = {2023},
  abstract  = {Der Einsatz K{\"u}nstlicher Intelligenz (KI) wird zunehmend relevant - sowohl in Berufen mit formalisierbaren Aufgaben als auch in Berufsfeldern, f{\"u}r deren Aufgaben Erfahrungswissen notwendig ist und situationsabh{\"a}ngig Entscheidungen getroffen werden, die mit folgenschweren Konsequenzen verbunden sein k{\"o}nnen. Um das Potenzial der Zusammenarbeit zwischen Mensch und KI auszusch{\"o}pfen, muss sich der Mensch entsprechend wappnen. Somit ver{\"a}ndern sich die Kompetenzanforderungen an Mitarbeiter:innen auf allen Ebenen und an ihre F{\"u}hrungskr{\"a}fte. Relevante Konzepte des lebenslangen Lernens und der betrieblichen Weiterbildung gewinnen durch den Einfluss der Technologie auch unter teilweise ver{\"a}nderten Lernbedingungen vermehrt an Bedeutung. Neben neuen technischen und Fachkompetenzen, sind f{\"u}r die Nutzung von und die Zusammenarbeit mit der neuen Technologie weitere Kompetenzen notwendig, um z. B. einsch{\"a}tzen zu k{\"o}nnen, wann die Arbeit der Maschine ethisch vertretbar, effektiv, verantwortungsvoll, fair, transparent und nachvollziehbar ist. Auch neue T{\"a}tigkeitsprofile entstehen und die beruflichen Rollen ver{\"a}ndern sich entsprechend. Neben den Anforderungen, die die KI an Bildung und Kompetenzentwicklung stellt, wird sie weiterhin zunehmend zur Gestaltung von Lernumgebungen und f{\"u}r den Kompetenzaufbau im Beruf eingesetzt. Sie ist somit nicht nur der Ausl{\"o}ser von Ver{\"a}nderungen, sondern auch das Instrument, welches genutzt wird, um die Lehre zu unterst{\"u}tzen und individueller, abwechslungsreicher sowie zeit- und ortunabh{\"a}ngiger zu gestalten. Im Beitrag werden Chancen und Herausforderungen durch den Einsatz von KI f{\"u}r zwei Dimensionen diskutiert: die Transformationsprozesse in der Berufswelt und die Gestaltung von Lernprozessen.},
  language  = {de}
}
@incollection{Tiberius2020,
  author    = {Tiberius, Victor},
  title     = {Traits, Kognition, Kompetenzen, Verhalten?},
  series = {Perspektiven des Entrepreneurships : Unternehmerische Konzepte zwischen Theorie und Praxis},
  booktitle = {Perspektiven des Entrepreneurships : Unternehmerische Konzepte zwischen Theorie und Praxis},
  editor    = {H{\"o}lzle, Katharina and Tiberius, Victor and Surrey, Heike},
  publisher = {Sch{\"a}ffer-Poeschel Verlag},
  address   = {Stuttgart},
  isbn      = {978-3-7910-4473-6},
  pages     = {21 -- 31},
  year      = {2020},
  language  = {de}
}
@incollection{GonnermannBrandenburgerVladovaetal.2023,
  author    = {Gonnermann, Jana and Brandenburger, Bonny and Vladova, Gergana and Gronau, Norbert},
  title     = {To what extent can individualisation in terms of different types of mode improve learning outcomes and learner satisfaction?},
  series = {Proceedings of the 56th Annual Hawaii International Conference on System Sciences January 3-6, 2023},
  booktitle = {Proceedings of the 56th Annual Hawaii International Conference on System Sciences January 3-6, 2023},
  editor    = {Bui, Tung X.},
  publisher = {Department of IT Management Shidler College of Business University of Hawaii},
  address   = {Honolulu, HI},
  isbn      = {978-0-9981331-6-4},
  pages     = {123 -- 132},
  year      = {2023},
  abstract  = {With the latest technological developments and associated new possibilities in teaching, the personalisation of learning is gaining more and more importance. It assumes that individual learning experiences and results could generally be improved when personal learning preferences are considered. To do justice to the complexity of the personalisation possibilities of teaching and learning processes, we illustrate the components of learning and teaching in the digital environment and their interdependencies in an initial model. Furthermore, in a pre-study, we investigate the relationships between the learner's ability to (digital) self-organise, the learner's prior- knowledge learning in different variants of mode and learning outcomes as one part of this model. With this pre-study, we are taking the first step towards a holistic model of teaching and learning in digital environments.},
  language  = {en}
}
@incollection{UllrichGronau2020,
  author    = {Ullrich, Andr{\´e} and Gronau, Norbert},
  title     = {Time to change},
  series = {Proceedings of the International Conference on Innovative Intelligent Industrial Production and Logistics},
  booktitle = {Proceedings of the International Conference on Innovative Intelligent Industrial Production and Logistics},
  editor    = {Panetto, Herv{\´e} and Madani, Kurosh and Smirnov, Alexander},
  publisher = {SciTePress},
  address   = {[Erscheinungsort nicht ermittelbar]},
  isbn      = {978-989-758-476-3},
  doi       = {10.5220/0010148601090116},
  pages     = {109 -- 116},
  year      = {2020},
  abstract  = {Industry 4.0 leads to a radical change that is progressing incrementally. The new information and communication technologies provide many conceivable opportunities for their application in the context of sustainable corporate management. The combination of new digital technologies with the ecological and social goals of companies offers a multitude of unimagined potentials and challenges. Although companies already see the need for action, there was in the past and currently still is a lack of concrete measures that lever the potential of Industry 4.0 for sustainability management. During the course of this position paper we develop six theses (two from each sustainability perspective) against the background of the current situation in research and practice, and policy.},
  language  = {en}
}
@incollection{BrandenburgerVladova2020,
  author    = {Brandenburger, Bonny and Vladova, Gergana},
  title     = {Technology-enhanced learning in higher education},
  series = {Seamless Learning - lebenslanges, durchg{\"a}ngiges Lernen erm{\"o}glichen},
  booktitle = {Seamless Learning - lebenslanges, durchg{\"a}ngiges Lernen erm{\"o}glichen},
  editor    = {M{\"u}ller Werder, Claude and Erlemann, Jennifer},
  publisher = {Waxmann},
  address   = {M{\"u}nster},
  isbn      = {978-3-8309-4244-3},
  issn      = {1434-3436},
  doi       = {10.31244/9783830992448},
  pages     = {27 -- 37},
  year      = {2020},
  abstract  = {New technological applications such as Augmented Reality or Massive Open Online Courses (MOOCs) lead to alternative ways of learning. In order to be able to use this to its potential, the promotion of digital competencies "Digital Competence is the set of knowledge, skills, attitudes, abilities, strategies, and awareness that are required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, le sure, participation, learning, and socialising." (Ferrari, 2012). and a corresponding amount of practical "learning-by-doing" effects is required (cf. Ecker/Campbell 2019, p. 154). For this purpose, spaces and framework conditions must be created for application-based learning, which is also increasingly required by the employment market. In this context, we take a closer look at a new emerging subculture in university infrastructure called Maker Movement (MM). Our research work aims at investigating the pedagogical potential of particularly university-integrated makerspaces (MS) to enhance experiential learning with digital tools. To decode the innovative potential, we collected qualitative data from nine in-depth, semi-structured interviews with lab managers and researchers at European MS in six different countries.},
  language  = {en}
}
@incollection{SiegelProeller2022,
  author    = {Siegel, John and Proeller, Isabella},
  title     = {Strategic management in public administration},
  series = {Elgar encyclopedia of public management},
  booktitle = {Elgar encyclopedia of public management},
  editor    = {Schedler, Kuno},
  publisher = {Edward Elgar Publishing},
  address   = {Cheltenham},
  isbn      = {978-1-80037-548-2},
  doi       = {10.4337/9781800375499.strategic},
  pages     = {302 -- 306},
  year      = {2022},
  abstract  = {Strategic management is the deliberate engagement of an administration with the challenges of fulfilling its mission and ensuring and improving its ability to act by clarifying measures of success, an understanding of how to influence patterns of action, and organiza-tional learning. In this respect, it is not just about planning, but about an understanding of the emerging strategies of the administration in fulfilling its tasks and the use of opportunities for performance improvement, taking into account stakeholder expectations, resource base and organizational capabilities.},
  language  = {en}
}
@incollection{GronauTeichmannWeber2023,
  author    = {Gronau, Norbert and Teichmann, Malte and Weber, Edzard},
  title     = {Serious game-based haptic modeling},
  series = {Business modeling and software design},
  booktitle = {Business modeling and software design},
  editor    = {Shishkov, Boris},
  publisher = {Springer Nature},
  address   = {Cham},
  isbn      = {978-3-031-36756-4},
  doi       = {10.1007/978-3-031-36757-1_3},
  pages     = {32 -- 55},
  year      = {2023},
  abstract  = {The authors propose that while tacit knowledge is a valuable resource for developing new business models, its externalization presents several challenges. One major challenge is that individuals often don't recognize their tacit knowledge resources, while another is the reluctance to share one's knowledge with others. Addressing these challenges, the authors present an application-oriented serious game-based haptic modeling approach for externalize tacit knowledge, which can be used to develop the first versions of business models based on tacit knowledge. Both conceptual and practical design fundamentals are presented based on elaborated theoretical approaches, which were developed with the help of a design science approach. The development of the research process is presented step by step, whereby we focused on the high accessibility of the presented research. Practitioners are presented with guidelines for implementing their serious game projects. Scientists benefit from starting points for their research topics of externalization, internalization, and socialization of tacit knowledge, development of business models, and serious games or gamification. The paper concludes with open research desiderata and questions from the presented research process.},
  language  = {en}
}