@article{SeyfriedAnsmannPohlenz2019,
  author    = {Seyfried, Markus and Ansmann, Moritz and Pohlenz, Philipp},
  title     = {Institutional isomorphism, entrepreneurship and effectiveness},
  series = {Tertiary Education and Management},
  volume    = {25},
  journal   = {Tertiary Education and Management},
  number    = {2},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1358-3883},
  doi       = {10.1007/s11233-019-09022-3},
  pages     = {115 -- 129},
  year      = {2019},
  abstract  = {This paper presents empirical evidence on the adoption, implementation and the perceived effectiveness of quality management in teaching and learning in German higher education institutions. Theoretically, the article combines two new institutionalist approaches: institutional isomorphism and institutional entrepreneurship. Empirically, the study refers to qualitative interview data and quantitative survey data. The analysis reveals that isomorphism is a leading driver behind the adoption of quality management in German higher education institutions, whereas institutional entrepreneurship plays an important role in quality management implementation. While isomorphism can be regarded as a conclusive reason behind the absence of a perception of quality management's effectiveness, institutional entrepreneurship may function as a corrective towards the overall negative impact of isomorphic conformity by institutionalizing quality management in a sustainable manner.},
  language  = {en}
}
@article{AnsmannSeyfried2022,
  author    = {Ansmann, Moritz and Seyfried, Markus},
  title     = {Isomorphism and organizational performance},
  series = {Quality assurance in education},
  volume    = {30},
  journal   = {Quality assurance in education},
  number    = {1},
  publisher = {Emerald Group Publishing Limited},
  address   = {Bingley},
  issn      = {0968-4883},
  doi       = {10.1108/QAE-07-2021-0114},
  pages     = {135 -- 149},
  year      = {2022},
  abstract  = {Purpose Quality management has become an integral part of management reforms in public sector organizations. Drawing on a new institutionalist perspective, this study aims to investigate the relation of management reforms and organizational performance in the context of higher education. Design/methodology/approach The authors analyse the interaction between isomorphic conformity in quality management adoption, organizational learning and quality improvement and, in so doing, address the central theoretical question of what effects isomorphic conformity has on organizational performance. Empirically, the study draws on survey data from quality managers at public higher education institutions in Germany. Methodically, it applies confirmatory factor analysis and structural equation modelling. Findings The results suggest that mimetic isomorphism is surprisingly compatible with processes of organizational learning, and thus, does not inevitably compromise organizational development. Originality/value By presenting these findings, the authors contribute to the controversial theoretical debate concerning the effects of isomorphism and to the ongoing discussion regarding the organizational impact of quality management in higher education.},
  language  = {en}
}
@phdthesis{Agamy2012,
  author    = {Agamy, Ibrahim},
  title     = {Social networking software in higher education : investigating the influence of using different interaction levels on learners' achievement and satisfaction},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-61888},
  school      = {Universit{\"a}t Potsdam},
  year      = {2012},
  abstract  = {Education in knowledge society is challenged with a lot of problems in particular the interaction between the teacher and learner in social networking software as a key factor affects the learners' learning and satisfaction (Prammanee, 2005) where "to teach is to communicate, to communicate is to interact, to interact is to learn" (Hefzallah, 2004, p. 48). Analyzing the relation between teacher-learner interaction from a side and learning outcome and learners' satisfaction from the other side, some basic problems regarding a new learning culture using social networking software are discussed. Most of the educational institutions pay a lot of attentions to the equipments and emerging Information and Communication Technologies (ICTs) in learning situations. They try to incorporate ICT into their institutions as teaching and learning environments. They do this because they expect that by doing so they will improve the outcome of the learning process. Despite this, the learning outcome as reported in most studies is very limited, because the expectations of self-directed learning are much higher than the reality. Findings from an empirical study (investigating the role of teacher-learner interaction through new digital media wiki in higher education and learning outcome and learner's satisfaction) are presented recommendations about the necessity of pedagogical interactions in support of teaching and learning activities in wiki courses in order to improve the learning outcome. Conclusions show the necessity for significant changes in the approach of vocational teacher training programs of online teachers in order to meet the requirements of new digital media in coherence with a new learning culture. These changes have to address collaborative instead of individual learning and ICT wiki as a tool for knowledge construction instead of a tool for gathering information.},
  language  = {en}
}
@article{ScheelVladovaUllrich2022,
  author    = {Scheel, Laura and Vladova, Gergana and Ullrich, Andr{\´e}},
  title     = {The influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning},
  series = {International journal of educational technology in higher education},
  volume    = {19},
  journal   = {International journal of educational technology in higher education},
  number    = {44},
  publisher = {Springer},
  address   = {Cham},
  issn      = {2365-9440},
  doi       = {10.1186/s41239-022-00350-w},
  pages     = {33},
  year      = {2022},
  abstract  = {Despite digital learning disrupting traditional learning concepts and activities in higher education, for the successful integration of digital learning, the use and acceptance of the students are essential. This acceptance depends in turn on students' characteristics and dispositions, among other factors. In our study, we investigated the influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning and the influence of their acceptance on the resistance to the change from face-to-face to digital learning. To do so, we surveyed 350 students and analyzed the impact of the different dispositions using ordinary least squares regression analysis. We could confirm a significant positive influence of all the tested dispositions on the acceptance of digital learning. With the results, we can contribute to further investigating the underlying factors that can lead to more positive student perceptions of digital learning and build a foundation for future strategies of implementing digital learning into higher education successfully.},
  language  = {en}
}
@article{Seyfried2019,
  author    = {Seyfried, Markus},
  title     = {Undisclosed desires},
  series = {Assessment \& Evaluation in Higher Education},
  volume    = {44},
  journal   = {Assessment \& Evaluation in Higher Education},
  number    = {7},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0260-2938},
  doi       = {10.1080/02602938.2019.1573970},
  pages     = {1106 -- 1119},
  year      = {2019},
  abstract  = {Following decades of quality management featuring in higher education settings, questions regarding its implementation, impact and outcomes remain. Indeed, leaving aside anecdotal case studies and value-laden documentaries of best practice, current research still knows very little about the implementation of quality management in teaching and learning within higher education institutions. Referring to data collected from German higher education institutions in which a quality management department or functional equivalent was present, this article theorises and provides evidence for the supposition that the implementation of quality management follows two implicit logics. Specifically, it tends either towards the logic of appropriateness or, contrastingly, towards the logic of consequentialism. This study's results also suggest that quality managers' socialisation is related to these logics and that it influences their views on quality management in teaching and learning.},
  language  = {en}
}
@article{SeyfriedAnsmann2018,
  author    = {Seyfried, Markus and Ansmann, Moritz},
  title     = {Unfreezing higher education institutions?},
  series = {Higher Education},
  volume    = {75},
  journal   = {Higher Education},
  number    = {6},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {0018-1560},
  doi       = {10.1007/s10734-017-0185-2},
  pages     = {1061 -- 1076},
  year      = {2018},
  abstract  = {Quality management (QM) in teaching and learning has strongly "infected" the higher education sector and spread around the world. It has almost everywhere become an integral part of higher education reforms. While existing research on QM mainly focuses on the national level from a macro-perspective, its introduction at the institutional level is only rarely analyzed. The present article addresses this research gap. Coming from the perspective of organization studies, it examines the factors that were crucial for the introduction of QM at higher education institutions in Germany. As the introduction of QM can be considered to be a process of organizational change, the article refers to Kurt Lewin's seminal concept of "unfreezing" organizations as a theoretical starting point. Methodologically, a mixed methods approach is applied by combining qualitative data derived from interviews with institutional quality managers and quantitative data gathered from a nationwide survey. The results show that the introduction of QM is initiated by either internal or external processes. Furthermore, some institutions follow a rather voluntary approach of unfreezing, while others show modes of forced unfreezing. Consequently, the way how QM was introduced has important implications for its implementation.},
  language  = {en}
}
@article{MahIfenthaler2019,
  author    = {Mah, Dana-Kristin and Ifenthaler, Dirk},
  title     = {What do first-year students need?},
  series = {Journal of applied research in higher education},
  volume    = {12},
  journal   = {Journal of applied research in higher education},
  number    = {1},
  publisher = {Emerald Group Publishing Limited},
  address   = {Bingley},
  issn      = {2050-7003},
  doi       = {10.1108/JARHE-12-2018-0258},
  pages     = {86 -- 96},
  year      = {2019},
  abstract  = {The purpose of this paper is to analyse data on first-year students' needs regarding academic support services and reasons for their intention to leave the institution prior to degree completion. On the basis of the findings, a digital badge outline is proposed which could contribute to improved communication of academic requirements in order to help students to better adapt to higher education demands. Digital badges might also serve as an indicator for students' needing additional academic support services.},
  language  = {en}
}