@article{CasiraghiSancassaniBrambilla2021,
  author    = {Casiraghi, Daniela and Sancassani, Susanna and Brambilla, Federica},
  title     = {The Role of MOOCs in the New Educational Scenario},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51731},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517315},
  pages     = {271 -- 274},
  year      = {2021},
  abstract  = {The COVID-19 pandemic emergency has forced a profound reshape of our lives. Our way of working and studying has been disrupted with the result of an acceleration of the shift to the digital world. To properly adapt to this change, we need to outline and implement new urgent strategies and approaches which put learning at the center, supporting workers and students to further develop "future proof" skills. In the last period, universities and educational institutions have demonstrated that they can play an important role in this context, also leveraging on the potential of Massive Open Online Courses (MOOCs) which proved to be an important vehicle of flexibility and adaptation in a general context characterised by several constraints. From March 2020 till now, we have witnessed an exponential growth of MOOCs enrollments numbers, with "traditional" students interested in different topics not necessarily integrated to their curricular studies. To support students and faculty development during the spreading of the pandemic, Politecnico di Milano focused on one main dimension: faculty development for a better integration of digital tools and contents in the e-learning experience. The current discussion focuses on how to improve the integration of MOOCs in the in-presence activities to create meaningful learning and teaching experiences, thereby leveraging blended learning approaches to engage both students and external stakeholders to equip them with future job relevance skills.},
  language  = {en}
}
@article{Khalil2021,
  author    = {Khalil, Mohammad},
  title     = {Who Are the Students of MOOCs?},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51729},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517298},
  pages     = {259 -- 269},
  year      = {2021},
  abstract  = {Clustering in education is important in identifying groups of objects in order to find linked patterns of correlations in educational datasets. As such, MOOCs provide a rich source of educational datasets which enable a wide selection of options to carry out clustering and an opportunity for cohort analyses. In this experience paper, five research studies on clustering in MOOCs are reviewed, drawing out several reasonings, methods, and students' clusters that reflect certain kinds of learning behaviours. The collection of the varied clusters shows that each study identifies and defines clusters according to distinctive engagement patterns. Implications and a summary are provided at the end of the paper.},
  language  = {en}
}
@article{BuchemOkatan2021,
  author    = {Buchem, Ilona and Okatan, Ebru},
  title     = {Using the Addie Model to Produce MOOCs},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51727},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517274},
  pages     = {249 -- 258},
  year      = {2021},
  abstract  = {MOOCs have been produced using a variety of instructional design approaches and frameworks. This paper presents experiences from the instructional approach based on the ADDIE model applied to designing and producing MOOCs in the Erasmus+ strategic partnership on Open Badge Ecosystem for Research Data Management (OBERRED). Specifically, this paper describes the case study of the production of the MOOC "Open Badges for Open Science", delivered on the European MOOC platform EMMA. The key goal of this MOOC is to help learners develop a capacity to use Open Badges in the field of Research Data Management (RDM). To produce the MOOC, the ADDIE model was applied as a generic instructional design model and a systematic approach to the design and development following the five design phases: Analysis, Design, Development, Implementation, Evaluation. This paper outlines the MOOC production including methods, templates and tools used in this process including the interactive micro-content created with H5P in form of Open Educational Resources and digital credentials created with Open Badges and issued to MOOC participants upon successful completion of MOOC levels. The paper also outlines the results from qualitative evaluation, which applied the cognitive walkthrough methodology to elicit user requirements. The paper ends with conclusions about pros and cons of using the ADDIE model in MOOC production and formulates recommendations for further work in this area.},
  language  = {en}
}
@article{JonsonCarlonGaddemHernandezReyesetal.2021,
  author    = {Jonson Carlon, May Kristine and Gaddem, Mohamed Rami and Hern{\´a}ndez Reyes, C{\´e}sar Augusto and Nagahama, Toru and Cross, Jeffrey S.},
  title     = {Investigating Mechanical Engineering Learners' Satisfaction with a Revised Monozukuri MOOC},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51726},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517266},
  pages     = {237 -- 247},
  year      = {2021},
  abstract  = {Aside from providing instructional materials to the public, developing massive open online courses (MOOCs) can benefit institutions in different ways. Some examples include providing training opportunities for their students aspiring to work in the online learning space, strengthening its brand recognition through courses appealing to enthusiasts, and enabling online linkages with other universities. One such example is the monozukuri MOOC offered by the Tokyo Institute of Technology on edX, which initially presented the Japanese philosophy of making things in the context of a mechanical engineering course. In this paper, we describe the importance of involving a course development team with a diverse background. The monozukuri MOOC and its revision enabled us to showcase an otherwise distinctively Japanese topic (philosophy) as an intersection of various topics of interest to learners with an equally diverse background. The revision resulted in discussing monozukuri in a mechanical engineering lesson and how monozukuri is actively being practiced in the Japanese workplace and academic setting while juxtaposing it to the relatively Western concept of experiential learning. Aside from presenting the course with a broader perspective, the revision had been an exercise for its team members on working in a multicultural environment within a Japanese institution, thus developing their project management and communication skills.},
  language  = {en}
}
@article{BlackwellWiltrout2021,
  author    = {Blackwell, Virginia Katherine and Wiltrout, Mary Ellen},
  title     = {Learning During COVID-19},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51725},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517251},
  pages     = {219 -- 236},
  year      = {2021},
  abstract  = {During the COVID-19 pandemic, learning in higher education and beyond shifted en masse to online formats, with the short- and long-term consequences for Massive Open Online Course (MOOC) platforms, learners, and creators still under evaluation. In this paper, we sought to determine whether the COVID-19 pandemic and this shift to online learning led to increased learner engagement and attainment in a single introductory biology MOOC through evaluating enrollment, proportional and individual engagement, and verification and performance data. As this MOOC regularly operates each year, we compared these data collected from two course runs during the pandemic to three pre-pandemic runs. During the first pandemic run, the number and rate of learners enrolling in the course doubled when compared to prior runs, while the second pandemic run indicated a gradual return to pre-pandemic enrollment. Due to higher enrollment, more learners viewed videos, attempted problems, and posted to the discussion forums during the pandemic. Participants engaged with forums in higher proportions in both pandemic runs, but the proportion of participants who viewed videos decreased in the second pandemic run relative to the prior runs. A higher percentage of learners chose to pursue a certificate via the verified track in each pandemic run, though a smaller proportion earned certification in the second pandemic run. During the pandemic, more enrolled learners did not necessarily correlate to greater engagement by all metrics. While verified-track learner performance varied widely during each run, the effects of the pandemic were not uniform for learners, much like in other aspects of life. As such, individual engagement trends in the first pandemic run largely resemble pre-pandemic metrics but with more learners overall, while engagement trends in the second pandemic run are less like pre-pandemic metrics, hinting at learner "fatigue". This study serves to highlight the life-long learning opportunity that MOOCs offer is even more critical when traditional education modes are disrupted and more people are at home or unemployed. This work indicates that this boom in MOOC participation may not remain at a high level for the longer term in any one course, but overall, the number of MOOCs, programs, and learners continues to grow.},
  language  = {en}
}
@article{TopaliChountaOrtegaArranzetal.2021,
  author    = {Topali, Paraskevi and Chounta, Irene-Angelica and Ortega-Arranz, Alejandro and Villagr{\´a}-Sobrino, Sara L. and Mart{\´i}nez-Mon{\´e}s, Alejandra},
  title     = {CoFeeMOOC-v.2},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51724},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517241},
  pages     = {209 -- 217},
  year      = {2021},
  abstract  = {Providing adequate support to MOOC participants is often a challenging task due to massiveness of the learners' population and the asynchronous communication among peers and MOOC practitioners. This workshop aims at discussing common learners' problems reported in the literature and reflect on designing adequate feedback interventions with the use of learning data. Our aim is three-fold: a) to pinpoint MOOC aspects that impact the planning of feedback, b) to explore the use of learning data in designing feedback strategies, and c) to propose design guidelines for developing and delivering scaffolding interventions for personalized feedback in MOOCs. To do so, we will carry out hands-on activities that aim to involve participants in interpreting learning data and using them to design adaptive feedback. This workshop appeals to researchers, practitioners and MOOC stakeholders who aim to providing contextualized scaffolding. We envision that this workshop will provide insights for bridging the gap between pedagogical theory and practice when it comes to feedback interventions in MOOCs.},
  language  = {en}
}
@article{KerrLorenzSchoenetal.2021,
  author    = {Kerr, John and Lorenz, Anja and Sch{\"o}n, Sandra and Ebner, Martin and Wittke, Andreas},
  title     = {Open Tools and Methods to Support the Development of MOOCs},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51721},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517219},
  pages     = {187 -- 200},
  year      = {2021},
  abstract  = {There are a plethora of ways to guide and support people to learn about MOOC (massive open online course) development, from their first interest, sourcing supportive resources, methods and tools to better aid their understanding of the concepts and pedagogical approaches of MOOC design, to becoming a MOOC developer. This contribution highlights tools and methods that are openly available and re-usable under Creative Commons licenses. Our collection builds upon the experiences from three MOOC development and hosting teams with joint experiences of several hundred MOOCs (University of Applied Sciences in L{\"u}beck, Graz University of Technology, University of Glasgow) in three European countries, which are Germany, Austria and the UK. The contribution recommends and shares experiences with short articles and poster for first information sharing a Monster MOOC assignment for beginners, a MOOC canvas for first sketches, the MOOC design kit for details of instructional design and a MOOC for MOOC makers and a MOOC map as introduction into a certain MOOC platform.},
  language  = {en}
}
@article{DespujolTurroBusquets2021,
  author    = {Despujol, Ignacio and Turr{\´o}, Carlos and Busquets, Jaime},
  title     = {Universitat Polit{\`e}cnica de Val{\`e}ncia's Experience with EDX MOOC Initiatives During the Covid Lockdown},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51719},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517196},
  pages     = {181 -- 185},
  year      = {2021},
  abstract  = {In March 2020, when massive lockdowns started to be enforced around the world to contain the spread of the COVID-19 pandemic, edX launched two initiatives to help students around the world providing free certificates for its courses, RAP, for member institutions and OCE, for any accredited academic institution. In this paper we analyze how Universitat Polt{\`e}cnica de Val{\`e}ncia contributed with its courses to both initiatives, providing almost 14,000 free certificate codes in total, and how UPV used the RAP initiative as a customer, describing the mechanism used to distribute more than 22,000 codes for free certificates to more than 7,000 UPV community members, what led to the achievement of more than 5,000 free certificates. We also comment the results of a post initiative survey answered by 1,612 UPV members about 3,241 edX courses, in which they communicated a satisfaction of 4,69 over 5 with the initiative.},
  language  = {en}
}
@article{GershonRuiperezValienteAlexandron2021,
  author    = {Gershon, Sa'ar Karp and Ruip{\´e}rez-Valiente, Jos{\´e} A. and Alexandron, Giora},
  title     = {MOOC Monetization Changes and Completion Rates},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51718},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517189},
  pages     = {169 -- 179},
  year      = {2021},
  abstract  = {Massive Open Online Courses (MOOCs) offer online courses at low cost for anyone with an internet access. At its early days, the MOOC movement raised the flag of democratizing education, but soon enough, this utopian idea collided with the need to find sustainable business models. Moving from open access to a new financially sustainable certification and monetization policy in December 2015 we aim at this change-point and observe the completion rates before and after this monetary change. In this study we investigate the impact of the change on learners from countries of different development status. Our findings suggest that this change has lowered the completion rates among learners from developing countries, increasing gaps that already existed between global learners from countries of low and high development status. This suggests that more inclusive monetization policies may help MOOCs benefits to spread more equally among global learners.},
  language  = {en}
}
@article{PoceReValente2021,
  author    = {Poce, Antonella and Re, Maria Rosaria and Valente, Mara},
  title     = {Evaluating OERs in Museum Education Context},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51717},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517178},
  pages     = {159 -- 168},
  year      = {2021},
  abstract  = {This paper aims to present the results of a higher education experience promoted by the research centres INTELLECT (University of Modena and Reggio Emilia) and CDM (University of Roma Tre), as part of difference master's degrees programme of the academic years 2018/2019, 2019/2020, and 2020/2021. Through different online activities, 37 students attended and evaluated a MOOC on museum education content, such promoting their professionals and transverse skills, such as critical thinking, and developing their knowledge relative to OERs, within culture and heritage education contexts. Moreover, results from the online evaluation activities support the implementation of the MOOC in a collaborative way: during the academic years, evaluation data have been used by researcher to make changes to the course modules, thus realizing a more effective online path from and educational point of view.},
  language  = {en}
}
@article{MaldonadoMahauadValdiviezoCarvalloetal.2021,
  author    = {Maldonado-Mahauad, Jorge and Valdiviezo, Javier and Carvallo, Juan Pablo and Samaniego-Erazo, Nicolay},
  title     = {The MOOC-CEDIA Observatory},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51715},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517153},
  pages     = {143 -- 158},
  year      = {2021},
  abstract  = {In the last few years, an important amount of Massive Open Online Courses (MOOCS) has been made available to the worldwide community, mainly by European and North American universities (i.e. United States). Since its emergence, the adoption of these educational resources has been widely studied by several research groups and universities with the aim of understanding their evolution and impact in educational models, through the time. In the case of Latin America, data from the MOOC-UC Observatory (updated until 2018) shows that, the adoption of these courses by universities in the region has been slow and heterogeneous. In the specific case of Ecuador, although some data is available, there is lack of information regarding the construction, publication and/or adoption of such courses by universities in the country. Moreover, there are not updated studies designed to identify and analyze the barriers and factors affecting the adoption of MOOCs in the country. The aim of this work is to present the MOOC-CEDIA Observatory, a web platform that offers interactive visualizations on the adoption of MOOCs in Ecuador. The main results of the study show that: (1) until 2020 there have been 99 MOOCs in Ecuador, (2) the domains of MOOCs are mostly related to applied sciences, social sciences and natural sciences, with the humanities being the least covered, (3) Open edX and Moodle are the most widely used platforms to deploy such courses. It is expected that the conclusions drawn from this analysis, will allow the design of recommendations aimed to promote the creation and use of quality MOOCs in Ecuador and help institutions to chart the route for their adoption, both for internal use by their community but also by society in general.},
  language  = {en}
}
@article{CortiBaudoTurroetal.2021,
  author    = {Corti, Paola and Baudo, Valeria and Turr{\´o}, Carlos and Santos, Ana Moura and Nilsson, Charlotta},
  title     = {Fostering Women to STEM MOOCs},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51714},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517141},
  pages     = {129 -- 141},
  year      = {2021},
  abstract  = {In the context of the Fostering Women to STEM MOOCs (FOSTWOM) project, we present here the general ideas of a gender balance Toolkit, i.e. a collection of recommendations and resources for instructional designers, visual designers, and teaching staff to apply while designing and preparing storyboards for MOOCs and their visual components, so that future STEM online courses have a greater chance to be more inclusive and gender-balanced. Overall, The FOSTWOM project intends to use the inclusive potential of Massive Open Online Courses to propose STEM subjects free of stereotyping assumptions on gender abilities. Moreover, the consortium is interested in attracting girls and young women to science and technology careers, through accessible online content, which can include role models' interviews, relevant real-world situations, and strong conceptual frameworks.},
  language  = {en}
}
@article{PerachAlexandron2021,
  author    = {Perach, Shai and Alexandron, Giora},
  title     = {A MOOC-Based Computer Science Program for Middle School},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51713},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517133},
  pages     = {111 -- 127},
  year      = {2021},
  abstract  = {In an attempt to pave the way for more extensive Computer Science Education (CSE) coverage in K-12, this research developed and made a preliminary evaluation of a blended-learning Introduction to CS program based on an academic MOOC. Using an academic MOOC that is pedagogically effective and engaging, such a program may provide teachers with disciplinary scaffolds and allow them to focus their attention on enhancing students' learning experience and nurturing critical 21st-century skills such as self-regulated learning. As we demonstrate, this enabled us to introduce an academic level course to middle-school students. In this research, we developed the principals and initial version of such a program, targeting ninth-graders in science-track classes who learn CS as part of their standard curriculum. We found that the middle-schoolers who participated in the program achieved academic results on par with undergraduate students taking this MOOC for academic credit. Participating students also developed a more accurate perception of the essence of CS as a scientific discipline. The unplanned school closure due to the COVID19 pandemic outbreak challenged the research but underlined the advantages of such a MOOCbased blended learning program above classic pedagogy in times of global or local crises that lead to school closure. While most of the science track classes seem to stop learning CS almost entirely, and the end-of-year MoE exam was discarded, the program's classes smoothly moved to remote learning mode, and students continued to study at a pace similar to that experienced before the school shut down.},
  language  = {en}
}
@article{PonceSrinathAllegue2021,
  author    = {Ponce, Eva and Srinath, Sindhu and Allegue, Laura},
  title     = {Integrating Community Teaching in MOOCs},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51712},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517123},
  pages     = {95 -- 109},
  year      = {2021},
  abstract  = {The MITx MicroMasters Program in Supply Chain Management (SCM) is a Massive Open Online Course (MOOC) based program that aims to impart quantitative and qualitative knowledge to SCM enthusiasts all around the world. The program that started in 2014 with just one course, now offers 5 courses and one final proctored exam, which allows a learner to gain a MicroMasters credential upon completion. While the courses are delivered in the form of pre-recorded videos by the faculty members of Massachusetts Institute of Technology (MIT), the questions and comments posted by learners in discussion forums are addressed by a group of Community Teaching Assistants (CTAs) who volunteer for this role. The MITx staff carefully selects CTAs for each run of the individual courses as they take on a co-facilitator's role in the program. This paper highlights the importance of community teaching, discusses the profile of CTAs involved with the program, their recruitment, training, tasks and responsibilities, engagement, and rewarding process. In the end we also share a few recommendations based on the lessons learned in community teaching during the last five years of running more than 45 MOOC courses, that could help other MOOC teams deliver a high-touch experience.},
  language  = {en}
}
@article{BethgeSerthStaubitzetal.2021,
  author    = {Bethge, Joseph and Serth, Sebastian and Staubitz, Thomas and Wuttke, Tobias and Nordemann, Oliver and Das, Partha-Pratim and Meinel, Christoph},
  title     = {TransPipe},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-51694},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516943},
  pages     = {79 -- 94},
  year      = {2021},
  abstract  = {Online learning environments, such as Massive Open Online Courses (MOOCs), often rely on videos as a major component to convey knowledge. However, these videos exclude potential participants who do not understand the lecturer's language, regardless of whether that is due to language unfamiliarity or aural handicaps. Subtitles and/or interactive transcripts solve this issue, ease navigation based on the content, and enable indexing and retrieval by search engines. Although there are several automated speech-to-text converters and translation tools, their quality varies and the process of integrating them can be quite tedious. Thus, in practice, many videos on MOOC platforms only receive subtitles after the course is already finished (if at all) due to a lack of resources. This work describes an approach to tackle this issue by providing a dedicated tool, which is closing this gap between MOOC platforms and transcription and translation tools and offering a simple workflow that can easily be handled by users with a less technical background. The proposed method is designed and evaluated by qualitative interviews with three major MOOC providers.},
  language  = {en}
}
@article{LangsethJacobsenHaugsbakken2021,
  author    = {Langseth, Inger and Jacobsen, Dan Yngve and Haugsbakken, Halvdan},
  title     = {MOOCs for Flexible and Lifelong Learning in Higher Education},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51693},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516930},
  pages     = {63 -- 78},
  year      = {2021},
  abstract  = {In this paper, we take a closer look at the development of Massive Open Online Courses (MOOC) in Norway. We want to contribute to nuancing the image of a sound and sustainable policy for flexible and lifelong learning at national and institutional levels and point to some critical areas of improvement in higher education institutions (HEI). 10 semistructured qualitative interviews were carried out in the autumn 2020 at ten different HE institutions across Norway. The informants were strategically selected among employees involved in MOOC-technology, MOOCproduction and MOOC-support over a period of time stretching from 2010-2020. A main finding is that academics engaged in MOOCs find that their entrepreneurial ideas and results, to a large extent, are overlooked at higher institutional levels, and that progress is frustratingly slow. So far, there seems to be little common understanding of the MOOC-concept and the disruptive and transformative effect that MOOC-technology may have at HEIs. At national levels, digital strategies, funding and digital infrastructure are mainly provided in governmental silos. We suggest that governmental bodies and institutional stake holders pay more attention to entrepreneurial MOOC-initiatives to develop sustainability in flexible and lifelong learning in HEIs. This involves connecting the generous funding of digital projects to the provision of a national portal and platform for Open Access to education. To facilitate sustainable lifelong learning in and across HEIs, more quality control to enhance the legitimacy of MOOC certificates and micro-credentials is also a necessary measure.},
  language  = {en}
}
@article{SengCarlonGayedetal.2021,
  author    = {Seng, Cheyvuth and Carlon, May Kristine Jonson and Gayed, John Maurice and Cross, Jeffrey S.},
  title     = {Long-Term Effects of Short-Term Intervention Using MOOCs for Developing Cambodian Undergraduate Research Skills},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-51692},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516929},
  pages     = {49 -- 62},
  year      = {2021},
  abstract  = {Developing highly skilled researchers is essential to accelerate the economic progress of developing countries such as Cambodia in South East Asia. While there is continuing research investigating Cambodia's potential to cultivate such a workforce, the circumstances of undergraduate students in public provincial universities do not receive ample attention. This is crucial as numerous multinational corporations are participating via foreign direct investments in special economic zones at the border provinces and need talented human resources in Cambodia as well as in neighboring Southeast Asian countries such as Thailand and Vietnam. Student's research capability growth starts with one's belief in their capacity to use the necessary information tools and their potential to succeed in research. In this research paper, we look at how such beliefs, specifically research self-efficacy and information literacy, can be developed through a short-term intervention that uses MOOCs and assess their long-term effects. Our previous research has shown that short-term training intervention has immediate positive effects on the undergraduate students' self-efficacies in Cambodian public provincial universities. In this paper, we present the follow-up study results conducted sixteen months after the said short-term training intervention. Results reveal that from follow-up evaluations that while student's self-efficacies were significantly higher than before the short-term intervention was completed, they were lower than immediately after the intervention. Thus, while perfunctory interventions such as merely introducing the students to MOOCs and other relevant research tools over as little as three weeks can have significant positive effects, efforts must be made to sustain the benefits gained. This implication is essential to developing countries such as Cambodia that need low-cost solutions with immediate positive results in developing human resources to conduct research, particularly in areas far from more developed capital cities.},
  language  = {en}
}
@article{OezdemirKurbanPekkan2021,
  author    = {{\"O}zdemir, Paker Doğu and Kurban, Caroline Fell and Pekkan, Zelha Tun{\c{c}}},
  title     = {MOOC-Based Online Instruction},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51690},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516900},
  pages     = {17 -- 33},
  year      = {2021},
  abstract  = {If taking a flipped learning approach, MOOC content can be used for online pre-class instruction. After which students can put the knowledge they gained from the MOOC into practice either synchronously or asynchronously. This study examined one such, asynchronous, course in teacher education. The course ran with 40 students over 13 weeks from February to May 2020. A case study approach was followed using mixed methods to assess the efficacy of the course. Quantitative data was gathered on achievement of learning outcomes, online engagement, and satisfaction. Qualitative data was gathered via student interviews from which a thematic analysis was undertaken. From a combined analysis of the data, three themes emerged as pertinent to course efficacy: quality and quantity of communication and collaboration; suitability of the MOOC; and significance for career development.},
  language  = {en}
}
@article{KoskinenKairikkoSuonpaeae2021,
  author    = {Koskinen, Johanna and Kairikko, Anette and Suonp{\"a}{\"a}, Maija},
  title     = {Hybrid MOOCs Enabling Global Collaboration Between Learners},
  series = {EMOOCs 2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51691},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516917},
  pages     = {35 -- 48},
  year      = {2021},
  abstract  = {The COVID-19 pandemic has accelerated the pace of digital transformation, which has forced people to quickly adapt to working and collaborating online. Learning in digital environments has without a doubt gained increased significance during this rather unique time and, therefore, Massive Open Online Courses (MOOCs) have more potential to attract a wider target audience. This has also brought about more possibilities for global collaboration among learners as learning is not limited to physical spaces. Despite the wide interest in MOOCs, there is a need for further research on the global collaboration potential they offer. The aim of this paper is to adopt an action research approach to study how a hybrid MOOC design enables learners' global collaboration. During the years 2019-2020 together with an international consortium called Corship (Corporate Edupreneurship) we jointly designed, created and implemented a hybrid model MOOC, called the "Co-innovation Journey for Startups and Corporates". It was targeted towards startup entrepreneurs, corporate representatives and higher education students and it was funded by the EU. The MOOC started with 2,438 enrolled learners and the completion rate for the first four weeks was 29.7\%. Out of these 208 learners enrolled for the last two weeks, which in turn had a completion rate of 58\%. These figures were clearly above the general average for MOOCs. According to our findings, we argue that a hybrid MOOC design may foster global collaboration within a learning community even beyond the course boundaries. The course included four weeks of independent learning, an xMOOC part, and two weeks of collaborative learning, a cMOOC part. The xMOOC part supported learners in creating a shared knowledge base, which enhanced the collaborative learning when entering the cMOOC part of the course.},
  language  = {en}
}
@article{Jacqmin2021,
  author    = {Jacqmin, Julien},
  title     = {What Drives Enrollment in Massive Open Online Courses?},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51689},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516899},
  pages     = {1 -- 16},
  year      = {2021},
  abstract  = {The goal of this paper is to study the demand factors driving enrollment in massive open online courses. Using course level data from a French MOOC platform, we study the course, teacher and institution related characteristics that influence the enrollment decision of students, in a setting where enrollment is open to all students without administrative barriers. Coverage from social and traditional media done around the course is a key driver. In addition, the language of instruction and the (estimated) amount of work needed to complete the course also have a significant impact. The data also suggests that the presence of same-side externalities is limited. Finally, preferences of national and of international students tend to differ on several dimensions.},
  language  = {en}
}
@article{MarxFreundlichKlotzetal.2021,
  author    = {Marx, Susanne and Freundlich, Heidi and Klotz, Michael and Kyl{\"a}nen, Mika and Niedoszytko, Grazyna and Swacha, Jakub and Vollerthum, Anne},
  title     = {Towards an Online Learning Community on Digitalization in Tourism},
  series = {EMOOCs 2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51598},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-515986},
  pages     = {9},
  year      = {2021},
  abstract  = {Information technology and digital solutions as enablers in the tourism sector require continuous development of skills, as digital transformation is characterized by fast change, complexity and uncertainty. This research investigates how a cMOOC concept could support the tourism industry. A consortium of three universities, a tourism association, and a tourist attraction investigates online learning needs and habits of tourism industry stakeholders in the field of digitalization in a cross-border study in the Baltic Sea region. The multi-national survey (n = 244) reveals a high interest in participating in an online learning community, with two-thirds of respondents seeing opportunities to contributing to such community apart from consuming knowledge. The paper demonstrates preferred ways of learning, motivational and hampering aspects as well as types of possible contributions.},
  language  = {en}
}
@techreport{MarcusSiedlerZiebarth2021,
  type      = {Working Paper},
  author    = {Marcus, Jan and Siedler, Thomas and Ziebarth, Nicolas R.},
  title     = {The Long-Run Effects of Sports Club Vouchers for Primary School Children},
  series = {CEPA Discussion Papers},
  journal   = {CEPA Discussion Papers},
  number    = {34},
  issn      = {2628-653X},
  doi       = {10.25932/publishup-50897},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-508978},
  pages     = {72},
  year      = {2021},
  abstract  = {Starting in 2009, the German state of Saxony distributed sports club membership vouchers among all 33,000 third graders in the state. The policy's objective was to encourage them to develop a long-term habit of exercising. In 2018, we carried out a large register-based survey among several cohorts in Saxony and two neighboring states. Our difference-in-differences estimations show that, even after a decade, awareness of the voucher program was significantly higher in the treatment group. We also find that youth received and redeemed the vouchers. However, we do not find significant short- or long-term effects on sports club membership, physical activity, overweightness, or motor skills.},
  language  = {en}
}
@techreport{GraeberSchikora2021,
  type      = {Working Paper},
  author    = {Graeber, Daniel and Schikora, Felicitas},
  title     = {Hate is too great a burden to bear},
  series = {CEPA Discussion Papers},
  journal   = {CEPA Discussion Papers},
  number    = {31},
  issn      = {2628-653X},
  doi       = {10.25932/publishup-50797},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-507972},
  pages     = {53},
  year      = {2021},
  abstract  = {Against a background of increasing violence against non-natives, we estimate the effect of hate crime on refugees' mental health in Germany. For this purpose, we combine two datasets: administrative records on xenophobic crime against refugee shelters by the Federal Criminal Office and the IAB-BAMF-SOEP Survey of Refugees. We apply a regression discontinuity in time design to estimate the effect of interest. Our results indicate that hate crime has a substantial negative effect on several mental health indicators, including the Mental Component Summary score and the Patient Health Questionnaire-4 score. The effects are stronger for refugees with closer geographic proximity to the focal hate crime and refugees with low country-specific human capital. While the estimated effect is only transitory, we argue that negative mental health shocks during the critical period after arrival have important long-term consequences. Keywords: Mental health, hate crime, migration, refugees, human capital.},
  language  = {en}
}
@article{Potter2021,
  author    = {Potter, Amanda},
  title     = {Review of Meredith E. Safran (ed.): Screening the Golden Ages of the Classical Tradition},
  series = {thersites 12},
  volume    = {2020},
  journal   = {thersites 12},
  number    = {12},
  editor    = {Rollinger, Christian},
  issn      = {2364-7612},
  doi       = {thersites.vol12.123},
  pages     = {136 -- 139},
  year      = {2021},
  language  = {en}
}
@article{BrilkeWerner2021,
  author    = {Brilke, Clara and Werner, Eva},
  title     = {I am not sure that I feel like singing, thanks very much for asking!},
  series = {thersites 12},
  volume    = {2020},
  journal   = {thersites 12},
  number    = {12},
  editor    = {Rollinger, Christian},
  issn      = {2364-7612},
  doi       = {10.34679/thersites.vol12.189},
  pages     = {104 -- 115},
  year      = {2021},
  abstract  = {In her writings on ancient myth, the British author Natalie Haynes moves women to the centre of attention. Her two latest books, A Thousand Ships and Pandora's Jar - a fiction novel and a non-fiction one - approach this topic from two different perspectives. This interview takes stock of Haynes' motives and methodology as well as of the challenges she faces in the process of writing.},
  language  = {en}
}
@article{Colbert2021,
  author    = {Colbert, Vivian},
  title     = {Queen Zenobia's 'Campaign' for British Women's Suffrage},
  series = {thersites 12},
  volume    = {2020},
  journal   = {thersites 12},
  number    = {12},
  editor    = {Rollinger, Christian},
  issn      = {2364-7612},
  doi       = {0.34679/thersites.vol12.186},
  pages     = {71 -- 94},
  year      = {2021},
  abstract  = {This article focuses on the feminist reception of Zenobia of Palmyra in Great Britain during the long nineteenth century and the early twentieth century. A special focus lies on her reception by the British suffragettes who belonged to the Women's Social and Political Union. Even though Zenobia's story did not end happily, the warrior queen's example served to inspire these early feminists. Several products of historical culture - such as books, pieces of art, newspaper articles and theatre plays - provide insight into the reception of her as an historical figure, which is dominated by the image of a strong and courageous woman. The article will shed light on how exactly Zenobia's example was instrumentalised throughout the first feminist movement in Britain.},
  language  = {en}
}
@phdthesis{Nowak2020,
  author    = {Nowak, Jacqueline},
  title     = {Devising computational tools to quantify the actin cytoskeleton and pavement cell shape using network-based approaches},
  school      = {Universit{\"a}t Potsdam},
  pages     = {123},
  year      = {2020},
  abstract  = {Recent advances in microscopy have led to an improved visualization of different cell processes. Yet, this also leads to a higher demand of tools which can process images in an automated and quantitative fashion. Here, we present two applications that were developed to quantify different processes in eukaryotic cells which rely on the organization and dynamics of the cytoskeleton.. In plant cells, microtubules and actin filaments form the backbone of the cytoskeleton. These structures support cytoplasmic streaming, cell wall organization and tracking of cellular material to and from the plasma membrane. To better understand the underlying mechanisms of cytoskeletal organization, dynamics and coordination, frameworks for the quantification are needed. While this is fairly well established for the microtubules, the actin cytoskeleton has remained difficult to study due to its highly dynamic behaviour. One aim of this thesis was therefore to provide an automated framework to quantify and describe actin organization and dynamics. We used the framework to represent actin structures as networks and examined the transport efficiency in Arabidopsis thaliana hypocotyl cells. Furthermore, we applied the framework to determine the growth mode of cotton fibers and compared the actin organization in wild-type and mutant cells of rice. Finally, we developed a graphical user interface for easy usage. Microtubules and the actin cytoskeleton also play a major role in the morphogenesis of epidermal leaf pavement cells. These cells have highly complex and interdigitated shapes which are hard to describe in a quantitative way. While the relationship between microtubules, the actin cytoskeleton and shape formation is the object of many studies, it is still not clear how and if the cytoskeletal components predefine indentations and protrusions in pavement cell shapes. To understand the underlying cell processes which coordinate cell morphogenesis, a quantitative shape descriptor is needed. Therefore, the second aim of this thesis was the development of a network-based shape descriptor which captures global and local shape features, facilitates shape comparison and can be used to evaluate shape complexity. We demonstrated that our framework can be used to describe and compare shapes from various domains. In addition, we showed that the framework accurately detects local shape features of pavement cells and outperform contending approaches. In the third part of the thesis, we extended the shape description framework to describe pavement cell shape features on tissue-level by proposing different network representations of the underlying imaging data.},
  language  = {en}
}
@book{OPUS4-49581,
  title     = {The Future of Local Self-Government},
  series = {Palgrave Studies in Sub-National Governance},
  journal   = {Palgrave Studies in Sub-National Governance},
  editor    = {Bergstr{\"o}m, Tomas and Franzke, Jochen and Kuhlmann, Sabine and Wayenberg, Ellen},
  publisher = {Springer},
  address   = {Cham},
  isbn      = {978-3-030-56059-1},
  doi       = {10.1007/978-3-030-56059-1},
  pages     = {XXIV, 291},
  year      = {2021},
  abstract  = {This book presents new research results on the challenges of local politics in different European countries, including Germany, the Netherlands, the Nordic countries and Switzerland, together with theoretical considerations on the further development and strengthening of local self-government. It focuses on analyses of the most recent developments in local democracy and administration. "Most 'local government' books are written by believers. This book is different for its realistic visions of futures of local government. It shows how autonomy, digitalization, marketization, and amalgamation could be functional or dysfunctional, and also how this is affected by links to politics, and impacted by intergovernmental relations. This is a must read for all believers in local government." —Geert Bouckaert, KU Leuven Public Governance Institute, Belguim "The twenty chapters of this book provide a timely and thought-provoking addition to our understanding of local self-governance in eight countries in Northern and Central Europe. This book was completed shortly before the Corona-crisis crashed in. But the lessons to be learned from this volume will doubtlessly prove important in fully exploiting local government's potential in facing the challenges of the difficult times ahead." —Bas Denters, Professor of Public Administration, University of Twente, Netherlands "Very inspiring book that covers the most important aspects of local self-government within a comparative framework. As we might have expected, there is no general trend, no single best model but a variety of functionally equivalent settings and patterns. The book gives insight into the diversity and richness of local government, its very essence, actual challenges and transformations, and puts subnational policy making in a multi-level perspective of governance." —Andreas Ladner, Professor for Political Institutions and Public Administration at the IDHEAP, University of Lausanne, Switzerland "Covering eight countries, this ambitious volume compares developments in local governments across Europe. Local governments are on the front-line when it comes to responding to wicked issues like climate change and migration, yet face major challenges in terms of financial and human resources. Using rich empirical evidence, the volume presents a nuanced analysis of trends. No one direction emerges for Europe's local governments, but a rich seam of innovation is revealed covering political participation and public administration alike. Local governments have the potential to engage citizens in meaningful ways and deliver effective and responsive services, but this requires clear local leadership and support rather direction from the centre."},
  language  = {en}
}
@article{Mawa2020,
  author    = {Mawa, Michael},
  title     = {The Sustainability Mechanisms for Higher Education Quality Assurance Training in Uganda},
  series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-496-8},
  issn      = {2192-1075},
  doi       = {10.25932/publishup-49393},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-493931},
  pages     = {205 -- 223},
  year      = {2020},
  abstract  = {The paper investigates the question of sustainability of capacity building initiatives by reporting about the multiplication training in the frame of DIES NMT Programme on quality assurance in Uganda and how it could make use of the social capital within the existing quality assurance network to sustain and address challenges during its implementation. The purpose of the article is to explore the nature of networking (social and institutional) which was established by the Ugandan Universities Quality Assurance Forum (UUQAF) and share the strategies used in this training experience for future sustainable capacity building training initiatives in emerging economies. The paper employed a qualitative research method to describe and analyse the training framework based on primary and secondary documents.},
  language  = {en}
}
@article{OulareRandhahn2020,
  author    = {Oulare, Kabin{\´e} and Randhahn, Solveig},
  title     = {Quality Assurance in Guinean Higher Education Institutions},
  series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-496-8},
  issn      = {2192-1075},
  doi       = {10.25932/publishup-49391},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-493917},
  pages     = {187 -- 204},
  year      = {2020},
  abstract  = {Higher education institutions in Guinea face many challenges, including reporting responsibilities, globalisation, and massification. Institutional evaluations of higher education and research institutions in 2013 could not initiate the implementation of change processes within the institutions. Recently, however, various initiatives have been started to change this situation with the purpose to sensitise and raise awareness and capabilities for quality assurance structures in Guinean HEIs. So far, the emphasis has been put on quality enhancement in higher education, especially on teaching evaluation, curriculum development, as well as on establishing quality assurance structures. This article gives an overview of the state of play and takes stock of the activities that have been initiated to set up quality assurance mechanisms in higher education and research institutions, and presents perspectives for further development of the quality approach in Guinea. The project 'Quality Assurance Multiplication 2017-2018' serves as an example to describe approaches and activities in setting up stable quality assurance structures, and to strengthen and raise awareness for a 'quality culture'.},
  language  = {en}
}
@article{MusaAlokpo2020,
  author    = {Musa Alokpo, Dieudonn{\´e}},
  title     = {Implementation of a Proposal Writing Workshop in the Democratic Republic of Congo},
  series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-496-8},
  issn      = {2192-1075},
  doi       = {10.25932/publishup-49387},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-493873},
  pages     = {145 -- 165},
  year      = {2020},
  abstract  = {Whilst providing a framework for learning and scientific emancipation, a proposal writing training is confronted with various organisational and didactic challenges, which influence the achievement of the set training objectives. Based on observations made during the workshops for proposal writing organised in Kinshasa, Democratic Republic of Congo, as part of the NMT Programme, the article raises two main questions: (a) How could these challenges be overcome and successfully addressed in the training? (b) What is the level of learning outcomes of the participants at the end of the training? The article shows that the success of the training lays in the relevance of the employed training approaches. The use of a participatory approach encouraged constructive exchanges between participants, trainers, and experts, and enabled all participants to finalise coherent projects to apply for national and international funding.},
  language  = {en}
}
@article{EcheverriaKingAcunaPaezCoronadoVargas2020,
  author    = {Echeverr{\´i}a King, Luisa Fernanda and Acu{\~n}a Paez, Katherine and Coronado Vargas, Carlos},
  title     = {Enhancing Internationalisation for Peacebuilding among Higher Education Institutions in Post-Conflict Colombia},
  series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-496-8},
  issn      = {2192-1075},
  doi       = {10.25932/publishup-49350},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-493500},
  pages     = {103 -- 121},
  year      = {2020},
  abstract  = {This article collected the results of a qualitative study focused on Colombian Higher Education Institutions' representatives partaking in the training 'Internationalisation for Peacebuilding 2018'. The selected Higher Education Institutions and representatives were all located in regions acutely affected by the Colombian armed conflict, now experiencing multifaceted challenges and opportunities in a post-conflict scenario. Interviews with participants of the training were conducted to analyse the skills acquired and to identify possible improvements brought about by the training at the institutions. The article further identifies specific needs of the institutions, to be taken into account for future courses on internationalisation for higher education institutions.},
  language  = {en}
}
@article{WaswaAbengaIndede2020,
  author    = {Waswa, Fuchaka and Abenga, Elizabeth and Indede, Florence},
  title     = {Enhancing Completion Rates through Structural and Operational Changes in the Management of Postgraduate Programmes in Kenya's Public Universities},
  series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-496-8},
  issn      = {2192-1075},
  doi       = {10.25932/publishup-49346},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-493468},
  pages     = {85 -- 101},
  year      = {2020},
  abstract  = {During the National Multiplication Training in Kenya in 2018, participants raised concerns about attrition, completion rates and quality of PhD programmes in Kenya's public universities. This led the authors of this article to further examine the question of PhD completion rates. Available data underlined that PhD students across various disciplines in Kenya's public universities take unnecessarily long to complete their studies due to a myriad of factors that are related to their supervisors, university guidelines for post-graduate studies, or the students themselves. This article examines inertia areas along the PhD training pathway at three public universities in Kenya and provides suggestions on structural and operational changes universities must make to shorten completion periods.},
  language  = {en}
}
@article{PillaiOngOngetal.2020,
  author    = {Pillai, Stefanie and Ong, Sue Lyn and Ong, Duu Sheng and Abdul Rahman, Mohd Basyaruddin},
  title     = {Lessons Drawn from Evaluation and Implementation of the Malaysian Chapter of the International Deans' Course},
  series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-496-8},
  issn      = {2192-1075},
  doi       = {10.25932/publishup-49345},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-493454},
  pages     = {53 -- 84},
  year      = {2020},
  abstract  = {Deans at Institutions of Higher Education are seldom recipients of effective or specific professional management training, institutional mentorship, and coaching despite an increasing demand on them to play a more dynamic leadership role in the face of ever-changing local and global challenges. To address this deficiency, the inaugural Malaysian Chapter of the International Deans' Course (MyIDC) was held in three parts over 2019 and 2020. In this paper, findings related to feedback on the programme are presented and discussed. Responses from the participants from two sets of surveys, and written feedback provided by two IDC international trainers involved in MyIDC were analysed. These reveal potential areas of improvement for the forthcoming MyIDC programme, such as in terms of planning and organisation, duration, content, and delivery. The article explores the lessons learnt from the MyIDC 2019/2020 training programme and discusses the improvements that can be made arising from the feedback received.},
  language  = {en}
}
@article{ChengOngMustafaetal.2020,
  author    = {Cheng, Ming Yu and Ong, Duu Sheng and Mustafa, Marzuki and Ewe, Hong Tat},
  title     = {Leadership Training in Malaysia},
  series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  journal   = {Potsdamer Beitr{\"a}ge zur Hochschulforschung},
  number    = {5},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-496-8},
  issn      = {2192-1075},
  doi       = {10.25932/publishup-49344},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-493444},
  pages     = {37 -- 51},
  year      = {2020},
  abstract  = {The higher education structure in Malaysia has experienced significant changes since the implementation of the Private Higher Educational Institutions Act of 1996. The unprecedented expansion of the higher education sector and the increasing autonomy conferred to universities have created a huge demand for competent university leadership that supports the development of higher education in Malaysia. This article discusses the very first national multiplication training in Malaysia in 2014 and analyses such out-comes as the identification of good practices for future initiatives and applications in university leadership training.},
  language  = {en}
}
@article{Seemann2020,
  author    = {Seemann, J{\"o}rn},
  title     = {Alexander von Humboldt's Search for the Casiquiare Canal},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XXI},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {41},
  editor    = {Ette, Ottmar and Knobloch, Eberhard},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {2568-3543},
  doi       = {10.18443/298},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-488363},
  pages     = {77 -- 106},
  year      = {2020},
  abstract  = {Though Humboldt's travels to the Americas have been analyzed from a wide range of viewpoints, there are specific aspects that still await further investigation. Little is written about Humboldt in the field, specifically how he moved between different locations and simultaneously measured and mapped places and phenomena. The aim of this article is to discuss the triad movement-measure-ment-map that led to the development of specific practices of knowledge building on the move. Humboldt's search for the connections between the watersheds of the Orinoco and the Amazon rivers and the resulting maps and drawings are used as an example to point out his cartographic impulse in his quest to understand and explain the physical world.},
  language  = {en}
}
@misc{Heinemann2020,
  author    = {Heinemann, Matthias},
  title     = {Review of Eran Almagor and Lisa Maurice (eds.), The Reception of Ancient Virtues and Vices in Modern Popular Culture. Beauty, Bravery, Blood and Glory},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {11},
  editor    = {Amb{\"u}hl, Annemarie},
  issn      = {2364-7612},
  doi       = {0.34679/thersites.vol11.111},
  pages     = {392 -- 400},
  year      = {2020},
  language  = {en}
}
@misc{Loebcke2020,
  author    = {L{\"o}bcke, Konrad},
  title     = {Review of Jesse Weiner, Benjamin E. Stevens \& Brett M. Rogers (eds.): Frankenstein and Its Classics. The Modern Prometheus from Antiquity to Science Fiction},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {11},
  editor    = {Amb{\"u}hl, Annemarie},
  issn      = {2364-7612},
  doi       = {10.34679/thersites.vol11.180},
  pages     = {385 -- 391},
  year      = {2020},
  language  = {en}
}
@misc{Wesselmann2020,
  author    = {Wesselmann, Katharina},
  title     = {Review of Rachel Bryant Davies: Victorian Epic Burlesques. A Critical Anthology of Nineteenth-Century Theatrical Entertainments after Homer},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {11},
  editor    = {Amb{\"u}hl, Annemarie},
  issn      = {2364-7612},
  doi       = {10.34679/thersites.vol11.181},
  pages     = {379 -- 384},
  year      = {2020},
  language  = {en}
}
@misc{DiRocco2020,
  author    = {Di Rocco, Emilia},
  title     = {Review of Silvio B{\"a}r \& Emily Hauser (eds.), Reading Poetry, Writing Genre. English Poetry and Literary Criticism in Dialogue with Classical Scholarship},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {11},
  editor    = {Amb{\"u}hl, Annemarie},
  issn      = {2364-7612},
  doi       = {10.34679/thersites.vol11.183},
  pages     = {370 -- 378},
  year      = {2020},
  language  = {en}
}
@article{Grewing2020,
  author    = {Grewing, Farouk F.},
  title     = {A Saturnalian poet as a literary critic},
  series = {thersites = tessellae - Birthday Issue for Christine Walde},
  volume    = {2020},
  journal   = {thersites = tessellae - Birthday Issue for Christine Walde},
  number    = {11},
  editor    = {Amb{\"u}hl, Annemarie},
  issn      = {2364-7612},
  doi       = {10.34679/thersites.vol11.170},
  pages     = {176 -- 204},
  year      = {2020},
  abstract  = {This paper analyzes a specific section of Martial's Apophoreta (Book 14), the 'list' of fourteen literary works that the poet-persona suggests to the reader as potentially suitable presents to give to friends on the occasion of the Saturnalia. It focuses strictly on the literary aspects of the poems and their underlying carnivalesque poetics. This includes an assessment of the logic of the poems' arrangement and alleged inconsistencies. It is suggested that the section be read as a complex statement of Martial's on various works and genres of Greek and Roman literature. The last couplet of the section (14.196), a certain Calvus' work 'On the use of cold water' (De aquae frigidae usu), which is unidentifiable, receives particular attention, for previous scholarship has wasted a lot of ink on guessing what kind of work this may have been, thereby losing touch with the rich (meta-)poetics the couplet actually conveys.},
  language  = {en}
}
@misc{Kellenbach2020,
  author    = {Kellenbach, Katharina von},
  title     = {Peter Banki, The Forgiveness to Come: The Holocaust and the Hyper-Ethical (New York: Fordham University Press, 2018), 208 p., \$ 28.},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48636},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-486369},
  pages     = {163 -- 166},
  year      = {2020},
  language  = {en}
}
@misc{Herskovitz2020,
  author    = {Herskovitz, Yaakov},
  title     = {Rachel Rojanski, Yiddish in Israel: A History (Bloomington: Indiana University Press, 2020), 338 p., \$ 40.},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48623},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-486238},
  pages     = {158 -- 160},
  year      = {2020},
  language  = {en}
}
@misc{Devi2020,
  author    = {Devi, Mays},
  title     = {Sarah Abrevaya Stein, Family Papers: A Sephardic Journey Through the Twentieth Century (New York: Farrar, Straus and Giroux, 2019), 336 p., \$ 28.},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48621},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-486214},
  pages     = {152 -- 154},
  year      = {2020},
  language  = {en}
}
@misc{Wendehorst2020,
  author    = {Wendehorst, Stephan},
  title     = {Jay Berkowitz, Law's Dominion: Jewish Community, Religion, and Family in Early Modern Metz (Leiden: Brill, 2019), 404 p., \$ 76.},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48615},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-486154},
  pages     = {146 -- 149},
  year      = {2020},
  language  = {en}
}
@article{Oleshkevich2020,
  author    = {Oleshkevich, Ekaterina},
  title     = {Images of parenthood in the Pre-Modern and modern Jewish family in the Russian empire},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48613},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-486135},
  pages     = {123 -- 139},
  year      = {2020},
  abstract  = {This article explores childhood discourses in the Jewish society of the Russian Empire. It focuses on images of parents, while exploring the differences between pre-modern and modern narrative types in Jewish autobiographies. In the pre-modern paradigm, mothers are barely present while fathers appear more often, although neither parent demonstrates emotional affection toward the child. In the modern paradigm, parents are either equally present or the mother is more prominent, they engage in the everyday activities with the child, and do not hesitate to show their emotional love. Moreover, the notions of inner world and child's individuality emerge. These changes correspond to major shifts in discourses shaping the attitude toward children in the European society.},
  language  = {en}
}
@article{Tamas2020,
  author    = {Tam{\´a}s, M{\´a}t{\´e}},
  title     = {"Moses Lackenbacher \& Compagnie:"},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48564},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485642},
  pages     = {75 -- 88},
  year      = {2020},
  abstract  = {In 1810, Moses Lackenbacher, together with two of his children, Israel and Heinrich, and Moses L{\"o}wenstein created the company "Moses Lackenbacher \& Compagnie" with headquarters in Nagykanizsa and a branch in Vienna. The main profile of the company was army purveyance. The business activity resulted in a high spatial mobility which led to socio-cultural acculturation and conversions to Christianity within the kinship. This paper explores the connection between kinship and the operation of the company on the basis of the prominent yet little-researched Lackenbachers in the early 19th-century Habsburg Monarchy. Central questions are how the relatives organized a company during the Napoleonic wars, as well as the impact of operating a business; how familial bonds and kinship links were affected, and, in this context, how relatives together evolved into a multi-religious network of kinship.},
  language  = {en}
}
@article{Mecklenburg2020,
  author    = {Mecklenburg, Frank},
  title     = {Family history and the Leo Baeck Institute},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48558},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485584},
  pages     = {51 -- 57},
  year      = {2020},
  abstract  = {Genealogical documents offer crucial information on various aspects of Jewish history. They are still underappreciated by many historians, and there is little overlap between academic researchers and the genealogical community, for whom such documents serve a different purpose, as they retrieve individual family histories. The article provides an overview of the material held by Leo Baeck Institute Archives and Library as well as other digital resources for family research today.},
  language  = {en}
}
@article{Gausemeier2020,
  author    = {Gausemeier, Bernd},
  title     = {Squaring the pedigree},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48556},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485566},
  pages     = {43 -- 50},
  year      = {2020},
  abstract  = {Arthur Czellitzer (1872 - 1943) embodies the interdependence between eugenics and genealogy in early 20th-century Germany. He developed widely discussed genealogical recording techniques designed both for studies about human heredity and for the use in historical family research. When he shifted his focus from medical family studies to Jewish family research after World War I, he maintained a eugenic agenda which was now primarily targeted at the preservation of the "Jewish race."},
  language  = {en}
}
@techreport{McLachlan2020,
  type      = {Working Paper},
  author    = {McLachlan, Campbell A},
  title     = {Populism, the Pandemic \& Prospects for International Law},
  series = {KFG Working Paper Series},
  journal   = {KFG Working Paper Series},
  number    = {45},
  doi       = {10.25932/publishup-48347},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-483479},
  pages     = {31},
  year      = {2020},
  abstract  = {Populism has fatally weakened the world's ability to respond to COVID-19, by undermining the capacity of the structures and mechanisms of international law to address the pandemic. The pandemic has exposed as a fallacy a key tenet of populism - to protect the 'people' of a nation from external forces, including international law. In fact international law, through the principle of self-determination, enshrines the ability of peoples to determine their own political organization. But this does not preclude agreement at the international level on matters of common interest to humanity as a whole that require community action. The prevention of infectious disease is just such a case, which states have long agreed could not remain solely the preserve of national polities, but requires a common international response. This paper, placing the current crisis in light of the development of international health law, critically examines the response of key populist governments to COVID-19 in order to address the larger issue of the implications of populism for the fate of international law.},
  language  = {en}
}