@article{MahIfenthaler2017,
  author    = {Mah, Dana-Kristin and Ifenthaler, Dirk},
  title     = {Academic staff perspectives on first-year students' academic competencies},
  series = {Journal of applied research in higher education : JARHE},
  volume    = {9},
  journal   = {Journal of applied research in higher education : JARHE},
  number    = {4},
  publisher = {Emerald Group Publishing Limited},
  address   = {Bingley},
  issn      = {2050-7003},
  doi       = {10.1108/JARHE-03-2017-0023},
  pages     = {630 -- 640},
  year      = {2017},
  abstract  = {Purpose: The purpose of this paper is to examine the expectations, perceptions and role understanding of academic staff using a model of academic competencies (i.e. time management, learning skills, technology proficiency, self-monitoring and research skills). Design/methodology/approach: Semi-structured interviews were conducted with ten members of academic staff at a German university. Participants' responses to the open-ended questions were coded inductively, while responses concerning the proposed model of academic competencies were coded deductively using a priori categories. Findings: Participating academic staff expected first-year students to be most competent in time management and in learning skills; they perceived students' technology proficiency to be rather high but their research skills as low. Interviews indicated a mismatch between academic staff expectations and perceptions. Practical implications: These findings may enable universities to provide support services for first-year students to help them to adjust to the demands of higher education. They may also serve as a platform to discuss how academic staff can support students to develop the required academic competencies, as well as a broader conversation about higher education pedagogy and competency assessment. Originality/value: Little research has investigated the perspectives of academic staff concerning the academic competencies they expect of first-year students. Understanding their perspectives is crucial for improving the quality of institutions; their input into the design of effective support services is essential, as is a constructive dialogue to identify strategies to enhance student retention.},
  language  = {en}
}
@article{MahIfenthaler2018,
  author    = {Mah, Dana-Kristin and Ifenthaler, Dirk},
  title     = {Students perceptions toward academic competencies},
  series = {Issues in Educational Research},
  volume    = {28},
  journal   = {Issues in Educational Research},
  number    = {1},
  publisher = {Institutes for Educational Research},
  address   = {Rockingham},
  issn      = {1837-6290},
  pages     = {120 -- 137},
  year      = {2018},
  abstract  = {Students often enter higher education academically unprepared and with unrealistic perceptions and expectations regarding academic competencies for their studies. However, preparedness and realistic perceptions are important factors for student retention. With regard to a proposed model of five academic competencies(time management, learning skills, technology proficiency, self-monitoring, and research skills), incoming students' perceptions concerning academic staff support and students' selfreported confidence at a German university were examined. Using quantitative data, an initial exploratory study was conducted (N = 155), which revealed first-year students' perceptions of the role of academic staff in supporting their development, especially in research skills, as well as low self-reported confidence in this competence. Thus, a follow up study (N = 717) was conducted to confirm these findings as well as to provide an indepth understanding of research skills. Understanding students' perceptions is crucial if higher education institutions are to meet students' needs and provide adequate support services in the challenging first year. Thus, in order to increase student retention, it is suggested that universities assist first-year students in developing academic competencies through personalised competence-based programs and with the help of emerging research fields and educational technologies such as learning analytics and digital badges.},
  language  = {en}
}
@article{Ifenthaler2018,
  author    = {Ifenthaler, Dirk},
  title     = {Learning analytics design},
  series = {The Sciences of Learning and Instructional Design : Constructive Articulation Between Communities},
  journal   = {The Sciences of Learning and Instructional Design : Constructive Articulation Between Communities},
  publisher = {Routledge},
  address   = {Abingdon},
  isbn      = {978-1-138-92432-1},
  pages     = {202 -- 211},
  year      = {2018},
  abstract  = {Instructional designers use learning analytics information to evaluate designs of learning environments, learning materials, and tasks, and adjust difficulty levels, as well as measure the impact of interventions and feedback. Integrating real-time educational data and analysis into the design of learning environments, referred to as learning analytics design (LAD), seems to be a promising approach. Valid pedagogical recommendations may be suggested on the fly as learning analytics methodologies and visualizations evolve and as reliable tools become available and ready for classroom practice. This chapter aims to offer an overview on design and analytics of learning environments before reviewing opportunities of learning analytics design for optimizing learning environments in near real time. Learning analytics (LA) use static and dynamic information about learners and learning environments—assessing, eliciting, and analyzing them—for real-time modeling, prediction, and optimization of learning processes, learning environments, and educational decision-making.},
  language  = {en}
}
@article{MahIfenthaler2019,
  author    = {Mah, Dana-Kristin and Ifenthaler, Dirk},
  title     = {What do first-year students need?},
  series = {Journal of applied research in higher education},
  volume    = {12},
  journal   = {Journal of applied research in higher education},
  number    = {1},
  publisher = {Emerald Group Publishing Limited},
  address   = {Bingley},
  issn      = {2050-7003},
  doi       = {10.1108/JARHE-12-2018-0258},
  pages     = {86 -- 96},
  year      = {2019},
  abstract  = {The purpose of this paper is to analyse data on first-year students' needs regarding academic support services and reasons for their intention to leave the institution prior to degree completion. On the basis of the findings, a digital badge outline is proposed which could contribute to improved communication of academic requirements in order to help students to better adapt to higher education demands. Digital badges might also serve as an indicator for students' needing additional academic support services.},
  language  = {en}
}
@incollection{MahBellinMularskiIfenthaler2016,
  author    = {Mah, Dana-Kristin and Bellin-Mularski, Nicole and Ifenthaler, Dirk},
  title     = {Moving forward with digital badges in education},
  series = {Foundation of Digital Badges and Micro-Credentials : Demonstrating and Recognizing Knowledge and Competencies},
  booktitle = {Foundation of Digital Badges and Micro-Credentials : Demonstrating and Recognizing Knowledge and Competencies},
  editor    = {Ifenthaler, Dirk and Bellin-Mularski, Nicole and Mah, Dana-Kristin},
  publisher = {Springer},
  address   = {Cham},
  isbn      = {978-3-319-15424-4},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {511 -- 517},
  year      = {2016},
  language  = {en}
}