@article{BondueBeier2015,
  author    = {Bond{\"u}, Rebecca and Beier, Sophia},
  title     = {Two of a Kind? Differences and similarities of attacks in schools and in institutes of higher aducation},
  series = {Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence},
  volume    = {30},
  journal   = {Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence},
  number    = {2},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0886-2605},
  doi       = {10.1177/0886260514533156},
  pages     = {253 -- 271},
  year      = {2015},
  abstract  = {School attacks are attracting increasing attention in aggression research. Recent systematic analyses provided new insights into offense and offender characteristics. Less is known about attacks in institutes of higher education (e.g., universities). It is therefore questionable whether the term "school attack" should be limited to institutions of general education or could be extended to institutions of higher education. Scientific literature is divided in distinguishing or unifying these two groups and reports similarities as well as differences. We researched 232 school attacks and 45 attacks in institutes of higher education throughout the world and conducted systematic comparisons between the two groups. The analyses yielded differences in offender (e.g., age, migration background) and offense characteristics (e.g., weapons, suicide rates), and some similarities (e.g., gender). Most differences can apparently be accounted for by offenders' age and situational influences. We discuss the implications of our findings for future research and the development of preventative measures.},
  language  = {en}
}
@article{BorckUebelmesserWimbersky2015,
  author    = {Borck, Rainald and {\"U}belmesser, Silke and Wimbersky, Martin},
  title     = {The Political Economics of Higher-Education Finance for Mobile Individuals},
  series = {FinanzArchiv},
  volume    = {71},
  journal   = {FinanzArchiv},
  number    = {1},
  publisher = {Mohr Siebeck},
  address   = {T{\"u}bingen},
  issn      = {0015-2218},
  doi       = {10.1628/001522115X14206439673215},
  pages     = {82 -- 105},
  year      = {2015},
  abstract  = {We study voting over higher-education finance in an economy with two regions and two separated labor markets. Households differ in their financial endowment and their children's ability. Nonstudents are immobile. Students decide where to study; they return home after graduation with exogenous probability. The voters of the two regions decide on whether to subsidize higher-education costs or to rely on tuition fees only. We find that in equilibrium, in both regions a majority votes for subsidies when the return probability is sufficiently small. When that probability is large, both regions opt for full tuition finance.},
  language  = {en}
}
@article{PhilipsWalzBergneretal.2015,
  author    = {Philips, Andrea and Walz, Ariane and Bergner, Andreas G. N. and Gr{\"a}ff, Thomas and Heistermann, Maik and Kienzler, Sarah and Korup, Oliver and Lipp, Torsten and Schwanghart, Wolfgang and Zeilinger, Gerold},
  title     = {Immersive 3D geovisualization in higher education},
  series = {Journal of geography in higher education},
  volume    = {39},
  journal   = {Journal of geography in higher education},
  number    = {3},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0309-8265},
  doi       = {10.1080/03098265.2015.1066314},
  pages     = {437 -- 449},
  year      = {2015},
  abstract  = {In this study, we investigate how immersive 3D geovisualization can be used in higher education. Based on MacEachren and Kraak's geovisualization cube, we examine the usage of immersive 3D geovisualization and its usefulness in a research-based learning module on flood risk, called GEOSimulator. Results of a survey among participating students reveal benefits, such as better orientation in the study area, higher interactivity with the data, improved discourse among students and enhanced motivation through immersive 3D geovisualization. This suggests that immersive 3D visualization can effectively be used in higher education and that 3D CAVE settings enhance interactive learning between students.},
  language  = {en}
}