@inproceedings{DiazFerreyraShahiTonyetal.2023, author = {Diaz Ferreyra, Nicol{\´a}s Emilio and Shahi, Gautam Kishore and Tony, Catherine and Stieglitz, Stefan and Scandariato, Riccardo}, title = {Regret, delete, (do not) repeat}, series = {Extended abstracts of the 2023 CHI conference on human factors in computing systems}, booktitle = {Extended abstracts of the 2023 CHI conference on human factors in computing systems}, editor = {Schmidt, Albrecht and V{\"a}{\"a}n{\"a}nen, Kaisa and Goyal, Tesh and Kristensson, Per Ola and Peters, Anicia}, publisher = {ACM}, address = {New York, NY}, isbn = {978-1-45039-422-2}, doi = {10.1145/3544549.3585583}, pages = {1 -- 7}, year = {2023}, abstract = {During the outbreak of the COVID-19 pandemic, many people shared their symptoms across Online Social Networks (OSNs) like Twitter, hoping for others' advice or moral support. Prior studies have shown that those who disclose health-related information across OSNs often tend to regret it and delete their publications afterwards. Hence, deleted posts containing sensitive data can be seen as manifestations of online regrets. In this work, we present an analysis of deleted content on Twitter during the outbreak of the COVID-19 pandemic. For this, we collected more than 3.67 million tweets describing COVID-19 symptoms (e.g., fever, cough, and fatigue) posted between January and April 2020. We observed that around 24\% of the tweets containing personal pronouns were deleted either by their authors or by the platform after one year. As a practical application of the resulting dataset, we explored its suitability for the automatic classification of regrettable content on Twitter.}, language = {en} } @article{JessenSpiessWaightsetal.2023, author = {Jessen, Jonas and Spiess, C. Katharina and Waights, Sevrin and Wrohlich, Katharina}, title = {The gender division of unpaid care work throughout the COVID-19 pandemic in Germany}, series = {German economic review}, volume = {23}, journal = {German economic review}, number = {4}, publisher = {De Gruyter}, address = {Berlin}, issn = {1465-6485}, doi = {10.1515/ger-2022-0003}, pages = {641 -- 667}, year = {2023}, abstract = {The COVID-19 pandemic and related closures of day care centres and schools significantly increased the amount of care work done by parents. There has been much speculation over whether the pandemic increased or decreased gender equality in parental care work. Based on representative data for Germany from spring 2020 and winter 2021 we present an empirical analysis that shows that although gender inequality in the division of care work increased to some extent in the beginning of the pandemic, it returned to the pre-pandemic level in the second lockdown almost nine months later. These results suggest that the COVID-19 pandemic neither aggravated nor lessened inequality in the division of unpaid care work among mothers and fathers in any persistent way in Germany.}, language = {en} } @article{StemmeHoppe2023, author = {Stemme, Jonas and Hoppe, Uwe}, title = {Evolution{\"a}re Entwicklung eines Inverted Classroom Formats unter Ber{\"u}cksichtigung des Student Engagement}, series = {Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae)}, journal = {Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae)}, number = {13}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-548-4}, issn = {1868-0844}, doi = {10.25932/publishup-61601}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-616016}, pages = {231 -- 253}, year = {2023}, abstract = {1,7 Milliarden Studierende waren von der ad hoc Umstellung der Lehre an Hochschulen durch den Ausbruch der COVID-19-Pandemie im Jahr 2020 betroffen. Innerhalb k{\"u}rzester Zeit mussten Lehr- und Lernformate digital transformiert werden, um ein Distanzlernen f{\"u}r Studierende {\"u}berall auf der Welt zu erm{\"o}glichen. Etwa zwei Jahre sp{\"a}ter k{\"o}nnen die Erfahrungen aus der Entwicklung von digitalen Lehr- und Lernformaten dazu genutzt werden, um Blended Learning Formate zielgerecht weiterzuentwickeln. Die nachfolgende Untersuchung zeigt einerseits einen Prozess der evolution{\"a}ren Entwicklung am Beispiel eines Inverted Classrooms auf. Andererseits wird das Modell des Student Engagement genutzt, um die Einflussfaktoren, im Speziellen die des Verhaltens, zielgerecht anzupassen und so die Outcomes in Form von besseren Noten und einer erh{\"o}hten Zufriedenheit bei den Studierenden zu erzielen. Grundlage f{\"u}r die Untersuchung bildet die Lehrveranstaltung Projektmanagement, die an einer deutschen Hochschule durchgef{\"u}hrt wird.}, language = {de} } @phdthesis{Santuber2023, author = {Santuber, Joaquin}, title = {Designing for digital justice}, doi = {10.25932/publishup-60417}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-604178}, school = {Universit{\"a}t Potsdam}, pages = {xviii, 183}, year = {2023}, abstract = {At the beginning of 2020, with COVID-19, courts of justice worldwide had to move online to continue providing judicial service. Digital technologies materialized the court practices in ways unthinkable shortly before the pandemic creating resonances with judicial and legal regulation, as well as frictions. A better understanding of the dynamics at play in the digitalization of courts is paramount for designing justice systems that serve their users better, ensure fair and timely dispute resolutions, and foster access to justice. Building on three major bodies of literature —e-justice, digitalization and organization studies, and design research— Designing for Digital Justice takes a nuanced approach to account for human and more-than-human agencies. Using a qualitative approach, I have studied in depth the digitalization of Chilean courts during the pandemic, specifically between April 2020 and September 2022. Leveraging a comprehensive source of primary and secondary data, I traced back the genealogy of the novel materializations of courts' practices structured by the possibilities offered by digital technologies. In five (5) cases studies, I show in detail how the courts got to 1) work remotely, 2) host hearings via videoconference, 3) engage with users via social media (i.e., Facebook and Chat Messenger), 4) broadcast a show with judges answering questions from users via Facebook Live, and 5) record, stream, and upload judicial hearings to YouTube to fulfil the publicity requirement of criminal hearings. The digitalization of courts during the pandemic is characterized by a suspended normativity, which makes innovation possible yet presents risks. While digital technologies enabled the judiciary to provide services continuously, they also created the risk of displacing traditional judicial and legal regulation. Contributing to liminal innovation and digitalization research, Designing for Digital Justice theorizes four phases: 1) the pre-digitalization phase resulting in the development of regulation, 2) the hotspot of digitalization resulting in the extension of regulation, 3) the digital innovation redeveloping regulation (moving to a new, preliminary phase), and 4) the permanence of temporal practices displacing regulation. Contributing to design research Designing for Digital Justice provides new possibilities for innovation in the courts, focusing at different levels to better address tensions generated by digitalization. Fellow researchers will find in these pages a sound theoretical advancement at the intersection of digitalization and justice with novel methodological references. Practitioners will benefit from the actionable governance framework Designing for Digital Justice Model, which provides three fields of possibilities for action to design better justice systems. Only by taking into account digital, legal, and social factors can we design better systems that promote access to justice, the rule of law, and, ultimately social peace.}, language = {en} } @article{BertschekBlockKritikosetal.2023, author = {Bertschek, Irene and Block, Joern and Kritikos, Alexander and Stiel, Caroline}, title = {German financial state aid during Covid-19 pandemic}, series = {Entrepreneurship \& regional development}, volume = {36}, journal = {Entrepreneurship \& regional development}, number = {1-2}, publisher = {Taylor \& Francis}, address = {London}, issn = {0898-5626}, doi = {10.1080/08985626.2023.2196267}, pages = {76 -- 97}, year = {2023}, abstract = {In response to strong revenue and income losses facing a large share of self-employed individuals during the COVID-19 pandemic, the German federal government introduced a €50bn emergency-aid program. Based on real-time online-survey data comprising more than 20,000 observations, we analyze the impact of this program on the confidence to survive the crisis. We investigate how the digitalization level of self-employed individuals influences the program's effectiveness. Employing propensity score matching, we find that the emergency-aid program had only moderately positive effects on the confidence of self-employed to survive the crisis. However, self-employed whose businesses were highly digitalized, benefitted much more from the state aid than those whose businesses were less digitalized. This only holds true for those self-employed, who started the digitalization processes already before the crisis. Taking a regional perspective, we find suggestive evidence that the quality of the regional broadband infrastructure matters in the sense that it increases the effectiveness of the emergency-aid program. Our findings show the interplay between governmental support programs, the digitalization levels of entrepreneurs, and the regional digital infrastructure. The study helps public policy to improve the impact of crisis-related policy instruments, ultimately increasing the resilience of small firms in times of crises.}, language = {en} } @article{WestphalKalinowskiHoferichteretal.2022, author = {Westphal, Andrea and Kalinowski, Eva and Hoferichter, Clara Josepha and Vock, Miriam}, title = {K-12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review}, series = {Frontiers in Psychology}, journal = {Frontiers in Psychology}, publisher = {Frontiers}, address = {Lausanne, Schweiz}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.920326}, pages = {1 -- 29}, year = {2022}, abstract = {We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.}, language = {en} } @misc{WestphalKalinowskiHoferichteretal.2022, author = {Westphal, Andrea and Kalinowski, Eva and Hoferichter, Clara Josepha and Vock, Miriam}, title = {K-12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1866-8364}, doi = {10.25932/publishup-56552}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-565521}, year = {2022}, abstract = {We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.}, language = {en} } @article{WestphalKalinowskiHoferichteretal.2022, author = {Westphal, Andrea and Kalinowski, Eva and Hoferichter, Clara Josepha and Vock, Miriam}, title = {K-12 teachers' stress and burnout during the COVID-19 pandemic}, series = {Frontiers in psychology}, volume = {13}, journal = {Frontiers in psychology}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.920326}, pages = {29}, year = {2022}, abstract = {We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.}, language = {en} } @article{HaggenmuellerOehlschlaegerHerbstetal.2022, author = {Haggenm{\"u}ller, Sandra and Oehlschl{\"a}ger, Patricia and Herbst, Uta and Voeth, Markus}, title = {Time for change?}, series = {The journal of business \& industrial marketing}, volume = {38}, journal = {The journal of business \& industrial marketing}, number = {5}, publisher = {Emerald Publishing Limited}, address = {Bingley}, issn = {0885-8624}, doi = {10.1108/JBIM-11-2021-0511}, pages = {1215 -- 1242}, year = {2022}, abstract = {Purpose: This study aims to provide probable future developments in the form of holistic scenarios for business negotiations. In recent years, negotiation research did not put a lot of emphasis on external changes. Consequently, current challenges and trends are scarcely integrated, making it difficult to support negotiation practice perspectively. Design/methodology/approach: This paper applies the structured, multi-method approach of scenario analysis. To examine the future space of negotiations, this combines qualitative and quantitative measures to base our analysis on negotiation experts' assessments, estimations and visions of the negotiation future. Findings: The results comprise an overview of five negotiation scenarios in the year 2030 and of their individual drivers. The five revealed scenarios are: digital intelligence, business as usual, powerful network - the route to collaboration, powerful network - the route to predominance and system crash. Originality/value: The scenario analysis is a suitable approach that enables to relate various factors of the negotiation environment to negotiations themselves and allows an examination of future changes in buyer-seller negotiations and the creation of possible future scenarios. The identified scenarios provide an orientation for business decisions in the field of negotiation.}, language = {en} } @article{OhlmeierKlinglerSchellartzetal.2022, author = {Ohlmeier, Silke and Klingler, Corinna and Schellartz, Isabell and Pfaff, Holger}, title = {Having a break or being imprisoned: influence of subjective interpretations of quarantine and isolation on boredom}, series = {International Journal of Environmental Research and Public Health}, volume = {19}, journal = {International Journal of Environmental Research and Public Health}, number = {4}, publisher = {MDPI}, address = {Basel}, issn = {1660-4601}, doi = {10.3390/ijerph19042207}, pages = {21}, year = {2022}, abstract = {Boredom has been identified as one of the greatest psychological challenges when staying at home during quarantine and isolation. However, this does not mean that the situation necessarily causes boredom. On the basis of 13 explorative interviews with bored and non-bored persons who have been under quarantine or in isolation, we explain why boredom is related to a subjective interpretation process rather than being a direct consequence of the objective situation. Specifically, we show that participants vary significantly in their interpretations of staying at home and, thus, also in their experience of boredom. While the non-bored participants interpret the situation as a relief or as irrelevant, the bored participants interpret it as a major restriction that only some are able to cope with.}, language = {en} }