TY - CHAP A1 - Vladova, Gergana A1 - Ullrich, André A1 - Bender, Benedict A1 - Gronau, Norbert ED - Reis, Arsénio ED - Barroso, João ED - Lopes, J. Bernardino ED - Mikropoulos, Tassos ED - Fan, Chih-Wen T1 - Yes, we can (?) BT - a critical review of the COVID-19 semester T2 - Technology and innovation in learning, teaching and education : second international conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020 : proceedings N2 - The COVID-19 crisis has caused an extreme situation for higher education institutions around the world, where exclusively virtual teaching and learning has become obligatory rather than an additional supporting feature. This has created opportunities to explore the potential and limitations of virtual learning formats. This paper presents four theses on virtual classroom teaching and learning that are discussed critically. We use existing theoretical insights extended by empirical evidence from a survey of more than 850 students on acceptance, expectations, and attitudes regarding the positive and negative aspects of virtual teaching. The survey responses were gathered from students at different universities during the first completely digital semester (Spring-Summer 2020) in Germany. We discuss similarities and differences between the subjects being studied and highlight the advantages and disadvantages of virtual teaching and learning. Against the background of existing theory and the gathered data, we emphasize the importance of social interaction, the combination of different learning formats, and thus context-sensitive hybrid learning as the learning form of the future. KW - COVID-19 KW - higher education KW - virtual learning KW - digital learning KW - subject differences Y1 - 2021 SN - 978-3-030-73987-4 SN - 978-3-030-73988-1 U6 - https://doi.org/10.1007/978-3-030-73988-1_17 SP - 225 EP - 235 PB - Springer CY - Cham ER - TY - GEN A1 - Seyfried, Markus T1 - Undisclosed desires BT - quality managers’ normative notions regarding the implementation of quality management T2 - Postprints der Universität Potsdam Wirtschafts- und Sozialwissenschaftliche Reihe N2 - Following decades of quality management featuring in higher education settings, questions regarding its implementation, impact and outcomes remain. Indeed, leaving aside anecdotal case studies and value-laden documentaries of best practice, current research still knows very little about the implementation of quality management in teaching and learning within higher education institutions. Referring to data collected from German higher education institutions in which a quality management department or functional equivalent was present, this article theorises and provides evidence for the supposition that the implementation of quality management follows two implicit logics. Specifically, it tends either towards the logic of appropriateness or, contrastingly, towards the logic of consequentialism. This study’s results also suggest that quality managers’ socialisation is related to these logics and that it influences their views on quality management in teaching and learning. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 109 KW - higher education KW - quality manager KW - teaching and learning KW - appropriatenes Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-433040 SN - 1867-5808 IS - 109 ER - TY - JOUR A1 - Bondü, Rebecca A1 - Beier, Sophia T1 - Two of a Kind? Differences and similarities of attacks in schools and in institutes of higher aducation JF - Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence N2 - 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. KW - school attack KW - IHE attack KW - rampage KW - higher education KW - characteristics KW - prevention Y1 - 2015 U6 - https://doi.org/10.1177/0886260514533156 SN - 0886-2605 SN - 1552-6518 VL - 30 IS - 2 SP - 253 EP - 271 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Rolf, Arno T1 - Themengärten in der Informatik-Ausbildung JF - Commentarii informaticae didacticae : (CID) N2 - Die Möglichkeiten sich zu informieren, am Leben der vielen Anderen teilzunehmen ist durch das Internet mit seinen Tweets, Google-Angeboten und sozialen Netzwerken wie Facebook ins Unermessliche gewachsen. Zugleich fühlen sich viele Nutzer überfordert und meinen, im Meer der Informationen zu ertrinken. So bekennt Frank Schirrmacher in seinem Buch Payback, dass er den geistigen Anforderungen unserer Zeit nicht mehr gewachsen ist. Sein Kopf komme nicht mehr mit. Er sei unkonzentriert, vergesslich und ständig abgelenkt. Das, was vielen zum Problem geworden ist, sehen viele Studierende eher pragmatisch. Der Wissenserwerb in Zeiten von Internet und E-Learning läuft an Hochschulen häufig nach der Helene-Hegemann-Methode ab: Zunächst machen sich die Studierenden, z.B. im Rahmen einer Studien- oder Hausarbeit, bei Wikipedia „schlau“, ein Einstieg ist geschafft. Anschließend wird dieses Wissen mit Google angereichert. Damit ist Überblickswissen vorhanden. Mit geschickter copy-and-paste-Komposition lässt sich daraus schon ein „Werk“ erstellen. Der ein oder andere Studierende gibt sich mit diesem Wissenserwerb zufrieden und bricht seinen Lernprozess hier bereits ab. Nun ist zwar am Ende jeder Studierende für seinen Wissenserwerb selbst verantwortlich. Die erkennbar unbefriedigende Situation sollte die Hochschulen aber herausfordern, das Internet in Vorlesungen und Seminaren auszuprobieren und sinnvolle Anwendungen zu entwickeln. Beispiele gibt es durchaus. Unter der Metapher E-Learning hat sich ein umfangreicher Forschungsschwerpunkt an den Universitäten entwickelt. Einige Beispiele von vielen: So hat der Osnabrücker Informatik-Professor Oliver Vornberger seine Vorlesungen als Video ins Netz gestellt. Per RSS ist es möglich, Sequenzen aufs iPod zu laden. Die übliche Dozentenangst, dann würden sie ja vor leeren Bänken sitzen, scheint unbegründet. Sie werden von den Studierenden vor allem zur Prüfungsvorbereitung genutzt. Wie ist das Internet, das für die junge Generation zu einem alles andere verdrängenden Universalmedium geworden ist, didaktisch in die Hochschullehre einzubinden? Wie also ist konkret mit diesen Herausforderungen umzugehen? Dies soll uns im Folgenden beschäftigen. KW - Informatik KW - Ausbildung KW - Didaktik KW - Hochschuldidaktik KW - informatics KW - education KW - didactics KW - higher education Y1 - 2010 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64281 SN - 1868-0844 SN - 2191-1940 IS - 4 SP - 7 EP - 12 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Seyfried, Markus A1 - Reith, Florian T1 - The seven deadly sins of quality management: trade-offs and implications for further research JF - Quality in higher education N2 - Quality management in higher education is generally discussed with reference to commendable outcomes such as success, best practice, improvement or control. This paper, though, focuses on the problems of organising quality management. It follows the narrative of the seven deadly sins, with each ‘sin’ illustrating an inherent trade-off or paradox in the implementation of internal quality management in teaching and learning in higher education institutions. Identifying the trade-offs behind these sins is essential for a better understanding of quality management as an organisational problem. KW - Quality management KW - higher education KW - governance KW - trade-offs KW - teaching KW - research Y1 - 2019 U6 - https://doi.org/10.1080/13538322.2019.1683943 SN - 1353-8322 SN - 1470-1081 VL - 25 IS - 3 SP - 289 EP - 303 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Seyfried, Markus A1 - Döring, Matthias A1 - Ansmann, Moritz T1 - The sequence of isomorphism— BT - the temporal diffusion patterns of quality management in higher education institutions and hospitals JF - Administration & society N2 - Isomorphism has been widely used to describe why trends penetrate entire organizational fields. However, research so far has neglected the temporal aspects of such diffusion processes and the organizational reasons underlying the introduction of new management tools. We argue that during reform waves, the reasons for adopting the new tools differ over time. Using comparative data from two surveys on quality management in the field of higher education and the health sector, we show that early adopters are more likely to be motivated by instrumental reasons, while late adopters will more likely be motivated by institutional reasons. KW - isomorphism KW - quality management KW - hospitals KW - higher education KW - institutions KW - organization Y1 - 2021 U6 - https://doi.org/10.1177/00953997211017137 SN - 0095-3997 SN - 1552-3039 VL - 54 IS - 1 SP - 87 EP - 116 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Borck, Rainald A1 - Übelmesser, Silke A1 - Wimbersky, Martin T1 - The Political Economics of Higher-Education Finance for Mobile Individuals JF - FinanzArchiv N2 - 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. KW - voting KW - higher education KW - financing scheme KW - mobility Y1 - 2015 U6 - https://doi.org/10.1628/001522115X14206439673215 SN - 0015-2218 SN - 1614-0974 VL - 71 IS - 1 SP - 82 EP - 105 PB - Mohr Siebeck CY - Tübingen ER - TY - JOUR A1 - Pohlenz, Philipp A1 - Niedermeier, Frank T1 - The Bologna Process and the harmonisation of higher education systems in other world regions BT - a case from Southeast Asia JF - Innovation : the European journal of social sciences N2 - The Bologna Process has inspired harmonisation strategies for higher education systems in other parts of the world. However, developments in other contexts are not much under review in the European debate. The present article describes the case of Southeast Asia and the attempt to promote harmonisation of its higher education systems. It further compares the processes in ASEAN and the European Higher Education Area to then discuss open questions for future comparative research. To do so the authors re-contextualise data from a study in ASEAN against the background of future research needs in the field of higher education harmonisation. KW - ASEAN KW - Bologna Process KW - European Higher Education Area KW - higher education KW - quality assurance KW - harmonisation KW - regionalisation KW - diffusion KW - mobility Y1 - 2019 U6 - https://doi.org/10.1080/13511610.2019.1637248 SN - 1351-1610 SN - 1469-8412 VL - 32 IS - 4 SP - 481 EP - 494 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Seyfried, Markus A1 - Reith, Florian T1 - Strength of weakness BT - Quality managers as agents of multiple principals JF - Journal of higher education policy and management N2 - The paper investigates quality management in teaching and learning in higher education institutions from a principal-agent perspective. Based on data gained from semi-structured interviews and from a nation-wide survey with quality managers of German higher education institutions, the study shows how quality managers position themselves in relation to their perception of the interests of other actors in higher education institutions. The paper describes the various interests and discusses the main implications of this constellation of actors. It argues that quality managers, although they may be considered as rather weak actors within the higher education institution, may be characterised as having a strength of weakness due to diverging interests of their principals. KW - quality management KW - quality assurance KW - higher education KW - principal KW - agent KW - teaching Y1 - 2020 U6 - https://doi.org/10.1080/1360080X.2020.1812802 SN - 1360-080X SN - 1469-9508 VL - 43 IS - 3 SP - 298 EP - 314 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - THES A1 - Brase, Alexa Kristin T1 - Spiele um Studium und Lehre? Zur mikropolitischen Nutzung von Qualitätsmanagementsystemen an Hochschulen in Deutschland T1 - About the micropolitical use of quality management systems in German higher education N2 - Die Wissenschaftsfreiheit ist ein Grundrecht, dessen Sinn und Auslegung im Rahmen von Reformen des Hochschulsystems nicht nur der Justiz, sondern auch der Wissenschaft selbst immer wieder Anlass zur Diskussion geben, so auch im Zuge der Einführung des so genannten Qualitätsmanagements von Studium und Lehre an deutschen Hochschulen. Die vorliegende Dissertationsschrift stellt die Ergebnisse einer empirischen Studie vor, die mit einer soziologischen Betrachtung des Qualitätsmanagements unterschiedlicher Hochschulen zu dieser Diskussion beiträgt. Auf Grundlage der Prämisse, dass Verlauf und Folgen einer organisationalen Innovation nur verstanden werden können, wenn der alltägliche Umgang der Organisationsmitglieder mit den neuen Strukturen und Prozessen in die Analyse einbezogen wird, geht die Studie von der Frage aus, wie Akteurinnen und Akteure an deutschen Hochschulen die Qualitätsmanagementsysteme ihrer Organisationen nutzen. Die qualitative inhaltsanalytische Auswertung von 26 Leitfaden-Interviews mit Prorektorinnen und -rektoren, Qualitätsmanagement-Personal und Studiendekaninnen und -dekanen an neun Hochschulen ergibt, dass die Strategien der Akteursgruppen an den Hochschulen im Zusammenspiel mit strukturellen Aspekten unterschiedliche Dynamiken entstehen lassen, mit denen Implikationen für die Lehrfreiheit verbunden sind: Während die Autonomie der Lehrenden durch das Qualitätsmanagement an einigen Hochschulen unterstützt wird, sind sowohl Autonomie als auch Verantwortung für Studium und Lehre an anderen Hochschulen Gegenstand andauernder Konflikte, die auch das Qualitätsmanagement einschließen. N2 - The meaning and interpretation of academic freedom in the context of higher education reforms in Germany create legal disputes as well as discussions within higher education itself. The introduction of quality management for study programs and teaching at German universities is one of the current topics related to these discussions. This dissertation contributes to them by presenting the results of an empirical study on different universities’ quality management systems. The study is based on the premise that the course and consequences of an organisational innovation can only be understood by including the day-to-day work of the organisation’s members with the new structures and processes in the analysis. It starts, therefore, with the question: How do actors at German universities use the quality management systems of their organisations? Twenty-six interviews were conducted with vice-rectors, quality management staff and deans of studies at nine universities. A qualitative content analysis shows that the strategies of the different groups of actors create different dynamics in interaction with structural characteristics. There are implications for academic freedom associated with this: At some universities, the autonomy of university teachers is supported by quality management, while at other universities, both autonomy and responsibility for study programs and teaching are the subject of ongoing conflicts also involving quality management. KW - Hochschulen KW - Qualitätsmanagement KW - Mikropolitik KW - higher education KW - quality management KW - micropolitics Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-437377 ER - TY - THES A1 - Rau, Franco T1 - Social Software in der Hochschullehre : kritische Analyse didaktischer Szenarien T1 - Social software in higher education : critical analysis of educational scenarios N2 - Das Ziel der Arbeit ist es, die Vielfalt unterschiedlicher Einsatzmöglichkeiten von Social Software in der Hochschullehre unter einer didaktischen Perspektive kritisch in den Blick zu nehmen. So wird entsprechenden Webanwendungen im mediendidaktischen Diskurs das Potenzial zugesprochen, Lern- und Bildungsprozesse zu unterstützen. Jenseits dieser Potenziale sind bisher jedoch kaum typische Probleme beachtet worden, die mit dem Einsatz von Social Software in der Hochschule einhergehen. Zur Annäherung an den Forschungsgegenstand werden im ersten Teil der Arbeit (lehr- und) lerntheoretische Potenziale von Social Software anhand von Literatur aufgearbeitet. Für die Entwicklung eines konzeptuellen Rahmens für eine vergleichende Darstellung unterschiedlicher Umsetzungen werden ferner verschiedene didaktische Beschreibungs- und Analysemodelle diskutiert. Im zweiten Teil der Arbeit wird eine systematische – jedoch vom Umfang her begrenzte und dementsprechend exemplarische – Sichtung und Analyse empirisch basierter Arbeiten zum Einsatz von Social Software in der Hochschullehre durchgeführt. Mit Hilfe eines modifizierten didaktischen Szenariomodells wird die Vielfalt unterschiedlicher Einsatzformen kategoriengeleitet dargestellt. Als zentrales Thema hinsichtlich typischer Probleme konnte das Ausbleiben studentischer Partizipation sowie der Umgang der Lehrenden mit dieser Problematik herausgearbeitet werden. N2 - The aim of this thesis is to critically examine the use of social software for teaching and learning in higher education. The potential of these tools to support learning and teaching has been widely debated on a theoretical level. Beyond these potentials little attention has been paid to typical problems. The thesis begins by reviewing literature on previous research at field of social software in institutional settings. Discussing various educational and analytical models, a conceptual framework is developed for a comparative analysis of different higher education settings using social software. In the empirical part of the thesis a systematic – but limited in scope and therefore exemplary – review of empirically based articles was carried out. Using a modified educational scenario model the diversity of higher education settings with social software is presented. On this basis, it may be concluded that the lack of students’ participation and teachers’ strategies to cope with this lack are typical problems. KW - Social Software KW - Hochschullehre KW - E-Learning 2.0 KW - Partizipation KW - Didaktisches Szenariomodell KW - social software KW - higher education KW - e-Learning 2.0 KW - participation KW - educational scenario model Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-63145 ER - TY - JOUR A1 - Seyfried, Markus A1 - Reith, Florian T1 - Mixed methods for research into higher education BT - Solving the problem of institutionalized introspection? JF - Theory and method in higher education research N2 - Mixed methods approaches have become increasingly relevant in social sciences research over the last few decades. Nevertheless, we show that these approaches have rarely been explicitly applied in higher education research. This is somewhat surprising because mixed methods and empirical research into higher education seem to be a perfect match for several reasons: (1) the role of the researcher, which is associated with strong intersections between the research subject and the research object; (2) the research process, which relies on concepts and theories that are borrowed from other research fields; and (3) the research object, which exhibits unclear techniques in teaching and learning, making it difficult to grasp causalities between input and results. Mixed methods approaches provide a suitable methodology to research such topics. Beyond this, potential future developments underlining the particular relevance of mixed methods approaches in higher education are discussed. KW - Mixed methods KW - methodology KW - empirical research KW - higher education KW - qualitative research KW - quantitative research Y1 - 2019 SN - 978-1-83867-841-8 SN - 978-1-83867-842-5 U6 - https://doi.org/10.1108/S2056-375220190000005008 SN - 2056-3752 VL - 5 SP - 111 EP - 127 PB - Emerald Publishing Limited CY - Bingley ER - TY - JOUR A1 - Pillai, Stefanie A1 - Ong, Sue Lyn A1 - Ong, Duu Sheng A1 - Abdul Rahman, Mohd Basyaruddin T1 - Lessons Drawn from Evaluation and Implementation of the Malaysian Chapter of the International Deans’ Course JF - Potsdamer Beiträge zur Hochschulforschung N2 - 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. KW - higher education KW - academic leadership Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-493454 SN - 978-3-86956-496-8 SN - 2192-1075 SN - 2192-1083 IS - 5 SP - 53 EP - 84 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Cheng, Ming Yu A1 - Ong, Duu Sheng A1 - Mustafa, Marzuki A1 - Ewe, Hong Tat T1 - Leadership Training in Malaysia BT - Impact and Implications JF - Potsdamer Beiträge zur Hochschulforschung N2 - 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. KW - university leadership in Malaysia KW - higher education KW - university management KW - training programme Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-493444 SN - 978-3-86956-496-8 SN - 2192-1075 SN - 2192-1083 IS - 5 SP - 37 EP - 51 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Philips, Andrea A1 - Walz, Ariane A1 - Bergner, Andreas G. N. A1 - Gräff, Thomas A1 - Heistermann, Maik A1 - Kienzler, Sarah A1 - Korup, Oliver A1 - Lipp, Torsten A1 - Schwanghart, Wolfgang A1 - Zeilinger, Gerold T1 - Immersive 3D geovisualization in higher education JF - Journal of geography in higher education N2 - 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. KW - immersive 3D geovisualization KW - 3D CAVE KW - higher education KW - learning success KW - student survey KW - flood risk Y1 - 2015 U6 - https://doi.org/10.1080/03098265.2015.1066314 SN - 0309-8265 SN - 1466-1845 VL - 39 IS - 3 SP - 437 EP - 449 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - CHAP A1 - Keil, Reinhard A1 - Koubek, Jochen A1 - Martens, Alke A1 - Schulte, Carsten A1 - Bieniusa, Annette A1 - Degen, Markus A1 - Heidegger, Phillip A1 - Thiemann, Peter A1 - Gasbichler, Martin A1 - Crestani, Marcus A1 - Klaeren, Herbert A1 - Knauel, Eric A1 - Sperber, Michael A1 - Eirund, Helmut A1 - Sethmann, Richard A1 - Weicker, Nicole A1 - Weicker, Karsten A1 - Reinhardt, Wolfgang A1 - Magenheim, Johannes A1 - Bender, Katrin A1 - Steinert, Markus A1 - Schwidrowski, Kirstin A1 - Schmidt, Thilo A1 - Brück, Rainer A1 - Freischlad, Stefan A1 - Schubert, Sigrid A1 - Stechert, Peer A1 - Kujath, Bertold ED - Schwill, Andreas T1 - Hochschuldidaktik der Informatik : HDI2008 – 3. Workshop des GI-Fachbereichs Ausbildung und Beruf/Didaktik der Informatik ; 04. - 05. Dezember 2008 an der Universität Potsdam N2 - Thema des Workshops waren alle Fragen, die sich der Vermittlung von Informatikgegenständen im Hochschulbereich widmen. Dazu gehören u.a.: - fachdidaktische Konzepte der Vermittlung einzelner Informatikgegenstände - methodische Lösungen, wie spezielle Lehr- und Lernformen, Durchführungskonzepte - Studienkonzepte und Curricula, insbesondere im Zusammenhang mit Bachelor- und Masterstudiengängen - E-Learning-Ansätze, wenn sie ein erkennbares didaktisches Konzept verfolgen empirische Ergebnisse und Vergleichsstudien. Die Fachtagung widmete sich ausgewählten Fragestellungen dieses Themenkomplexes, die durch Vorträge ausgewiesener Experten, durch eingereichte Beiträge und durch eine Präsentation intensiv behandelt wurden. T3 - Commentarii informaticae didacticae (CID) - 1 KW - Informatik KW - Ausbildung KW - Didaktik KW - Hochschuldidaktik KW - informatics KW - education KW - didactics KW - higher education Y1 - 2009 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-28080 SN - 978-3-940793-75-1 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - CHAP A1 - Jacqmin, Julien A1 - Özdemir, Paker Doğu A1 - Fell Kurban, Caroline A1 - Tunç Pekkan, Zelha A1 - Koskinen, Johanna A1 - Suonpää, Maija A1 - Seng, Cheyvuth A1 - Carlon, May Kristine Jonson A1 - Gayed, John Maurice A1 - Cross, Jeffrey S. A1 - Langseth, Inger A1 - Jacobsen, Dan Yngve A1 - Haugsbakken, Halvdan A1 - Bethge, Joseph A1 - Serth, Sebastian A1 - Staubitz, Thomas A1 - Wuttke, Tobias A1 - Nordemann, Oliver A1 - Das, Partha-Pratim A1 - Meinel, Christoph A1 - Ponce, Eva A1 - Srinath, Sindhu A1 - Allegue, Laura A1 - Perach, Shai A1 - Alexandron, Giora A1 - Corti, Paola A1 - Baudo, Valeria A1 - Turró, Carlos A1 - Moura Santos, Ana A1 - Nilsson, Charlotta A1 - Maldonado-Mahauad, Jorge A1 - Valdiviezo, Javier A1 - Carvallo, Juan Pablo A1 - Samaniego-Erazo, Nicolay A1 - Poce, Antonella A1 - Re, Maria Rosaria A1 - Valente, Mara A1 - Karp Gershon, Sa’ar A1 - Ruipérez-Valiente, José A. A1 - Despujol, Ignacio A1 - Busquets, Jaime A1 - Kerr, John A1 - Lorenz, Anja A1 - Schön, Sandra A1 - Ebner, Martin A1 - Wittke, Andreas A1 - Beirne, Elaine A1 - Nic Giolla Mhichíl, Mairéad A1 - Brown, Mark A1 - Mac Lochlainn, Conchúr A1 - Topali, Paraskevi A1 - Chounta, Irene-Angelica A1 - Ortega-Arranz, Alejandro A1 - Villagrá-Sobrino, Sara L. A1 - Martínez-Monés, Alejandra A1 - Blackwell, Virginia Katherine A1 - Wiltrout, Mary Ellen A1 - Rami Gaddem, Mohamed A1 - Hernández Reyes, César Augusto A1 - Nagahama, Toru A1 - Buchem, Ilona A1 - Okatan, Ebru A1 - Khalil, Mohammad A1 - Casiraghi, Daniela A1 - Sancassani, Susanna A1 - Brambilla, Federica A1 - Mihaescu, Vlad A1 - Andone, Diana A1 - Vasiu, Radu A1 - Şahin, Muhittin A1 - Egloffstein, Marc A1 - Bothe, Max A1 - Rohloff, Tobias A1 - Schenk, Nathanael A1 - Schwerer, Florian A1 - Ifenthaler, Dirk A1 - Hense, Julia A1 - Bernd, Mike ED - Meinel, Christoph ED - Staubitz, Thomas ED - Schweiger, Stefanie ED - Friedl, Christian ED - Kiers, Janine ED - Ebner, Martin ED - Lorenz, Anja ED - Ubachs, George ED - Mongenet, Catherine ED - Ruipérez-Valiente, José A. ED - Cortes Mendez, Manoel T1 - EMOOCs 2021 N2 - From June 22 to June 24, 2021, Hasso Plattner Institute, Potsdam, hosted the seventh European MOOC Stakeholder Summit (EMOOCs 2021) together with the eighth ACM Learning@Scale Conference. Due to the COVID-19 situation, the conference was held fully online. The boost in digital education worldwide as a result of the pandemic was also one of the main topics of this year’s EMOOCs. All institutions of learning have been forced to transform and redesign their educational methods, moving from traditional models to hybrid or completely online models at scale. The learnings, derived from practical experience and research, have been explored in EMOOCs 2021 in six tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference’s Experience Track, the Policy Track, the Business Track, the International Track, and the Workshops. KW - e-learning KW - microcredential KW - MOOC KW - digital education KW - experience KW - online course design KW - online course creation KW - higher education Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-510300 SN - 978-3-86956-512-5 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Al Laban, Firas A1 - Reger, Martin A1 - Lucke, Ulrike T1 - Closing the Policy Gap in the Academic Bridge JF - Education sciences N2 - The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies. KW - policy evaluation KW - higher education KW - virtual mobility KW - teacher training Y1 - 2022 U6 - https://doi.org/10.3390/educsci12120930 SN - 2227-7102 VL - 12 IS - 12 PB - MDPI CY - Basel ER - TY - GEN A1 - Al Laban, Firas A1 - Reger, Martin A1 - Lucke, Ulrike T1 - Closing the Policy Gap in the Academic Bridge T2 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe N2 - The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 1310 KW - policy evaluation KW - higher education KW - virtual mobility KW - teacher training Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-583572 SN - 1866-8372 IS - 1310 ER - TY - JOUR A1 - Reith, Florian A1 - Seyfried, Markus T1 - Balancing the Moods BT - Quality Managers’ Perceptions and Actions Against Resistance JF - Higher education policy N2 - Quality management (QM) has spread around the world and reached higher education in Europe in the early 1990s (Mendel, 2006, 137; Kernegger and Vettori, 2013, 1). However, researchers were rather more interested in national quality assurance policies (macro-level) and accreditation systems (meso-level) than in intra-organizational perspectives about the day-to-day implementation of quality assurance policies by various actors (micro-level). Undoubtedly, organizational change is a challenging endeavor for all kinds of groups. On the one hand, it provides the opportunity of further development and innovation, but on the other hand, it exposes organizations and actors to the risk of losing established structures and accepted routines. Like in many other organizations, actors may not necessarily perceive change as a promoter of innovation and development. Instead, they may consider change as a threat to the existing status quo or, as March points out, as an “interplay between rationality and foolishness” (March, 1981, 563). Consequently, change provokes either affective or behavioral actions (Armenakis and Bedeian, 1999, 308–310), such as, for example, resistance. Anderson (2006, 2008) and Lucas (2014) have shown, for example, that academic resistance is an important issue. However, Piderit characterizes resistance as a multidimensional construct (Piderit, 2000, 786–787) subject to a wide variety of issues related to quality and QM. Although QM has been described as a “fashion” (Stensaker, 2007, 101) in the higher education sector that provokes many different reactions, its implementation in higher education institutions (HEIs) is still a rather unexplored field. Thus, the evidence provided by Anderson (2006, 2008) and others (Newton, 2000, 2002; McInnis et al., 1995; Fredman and Doughney, 2012; Lucas, 2014; etc.) needs to be expanded, because they only consider the perspective of academia. In particular, the view of other actors during the implementation of quality assurance policies is a missing piece in this empirical puzzle. Nearly nothing is known about how quality managers deal with reactions to organizational change like resistance and obstruction. Until now, only a few studies have focused on intra-organizational dynamics (see, for example: Csizmadia et al., 2008; Lipnicka, 2016). Besides the lack of research on the implementation of quality assurance policies in HEIs, quality managers seem to be an interesting subject for further investigations because they are “endogenous” to institutional processes. On the one hand, quality managers are the result of quality assurance policies, and on the other hand, they influence the implementation of quality assurance policies, which affect other actors (like academics, administrative staff, etc.). Here, quality managers, as members of an emerging higher education profession, are involved in various conflict lines between QM, HEI management and departments, which need further research (Seyfried and Pohlenz, 2018, 9). Therefore, the aim of our paper is twofold: firstly, to answer the question of how quality managers perceive resistance, and secondly, which measures they take in situations of perceived resistance. We offer a new research perspective and argue that resistance is not merely provoked by organizational change; it also provokes counter-reactions by actors who are confronted with resistance. Thus, resistance seems to be rather endogenous. To theorize our argument, we apply parts of the work of Christine Oliver (1991), which provides theoretical insights into strategic responses to institutional processes, ranging from acquiescence to manipulation (Oliver, 1991, 152). We, therefore, investigate the introduction of QM in teaching and learning, and the emergence of quality managers as higher education professionals as one of the results of quality assurance policies. Consequently, the introduction of QM may be considered as an institutional process provoking reactions and counter-reactions of various organizational units within HEIs. These circumstances are constitutive for how quality managers deal with resistance and other reactions toward organizational change. We use this theoretical framework to analyze the German higher education sector, because this particular case can be considered as a latecomer in New Public Management reforms (Schimank, 2005, 369) and Germany is a country where academic self-governance plays a very important role, and strongly influences academics’ behavior when it comes to organizational change (Wolter, 2004). Our empirical results are based on a mixed-methods research design and integrate half-structured interviews and a nationwide survey at the central level in German HEIs, which excludes faculty members of QM (decentral level). They reveal that quality managers take different types of action when resistance occurs during the implementation of quality assurance policies. Furthermore, quality managers mainly react with different tactics. These tactics seem to be relevant for convincing academics and for the enhancement of their commitment to improve the quality of teaching and learning, instead of provoking further resistance or avoidance practices. This article proceeds as follows: the next sections describe the context and explain our main theoretical concepts referring to the work of Oliver (1991) and others. After that, we present our case selection and the methodological framework, including the data sources and the operationalization of selected variables. Finally, we provide our empirical results about quality managers’ perceptions on resistance and we draw conclusions. KW - higher education KW - quality management KW - institutional processes KW - resistance KW - balancing Y1 - 2018 U6 - https://doi.org/10.1057/s41307-018-0124-6 SN - 0952-8733 SN - 1740-3863 VL - 32 IS - 1 SP - 71 EP - 91 PB - Palgrave Macmillan CY - Basingstoke ER - TY - GEN A1 - Seyfried, Markus A1 - Pohlenz, Philipp T1 - Assessing quality assurance in higher education BT - quality managers’ perceptions of effectiveness T2 - European Journal of Higher Education N2 - The present article offers a mixed-method perspective on the investigation of determinants of effectiveness in quality assurance at higher education institutions. We collected survey data from German higher education institutions to analyse the degree to which quality managers perceive their approaches to quality assurance as effective. Based on this data, we develop an ordinary least squares regression model which explains perceived effectiveness through structural variables and certain quality assurance-related activities of quality managers. The results show that support by higher education institutions’ higher management and cooperation with other education institutions are relevant preconditions for larger perceived degrees of quality assurance effectiveness. Moreover, quality managers’ role as promoters of quality assurance exhibits significant correlations with perceived effectiveness. In contrast, sanctions and the perception of quality assurance as another administrative burden reveal negative correlations. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 94 KW - higher education KW - perceived effectiveness of quality management KW - quality assurance Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-413052 ER - TY - THES A1 - Al-Saffar, Loay Talib Ahmed T1 - Analysing prerequisites, expectations, apprehensions, and attitudes of university students studying Computer science T1 - Analyse von Voraussetzungen, Erwartungen, Haltungen, Einstellungen und Befürchtungen von Bachelor-Studierenden der Informatik N2 - The main objective of this dissertation is to analyse prerequisites, expectations, apprehensions, and attitudes of students studying computer science, who are willing to gain a bachelor degree. The research will also investigate in the students’ learning style according to the Felder-Silverman model. These investigations fall in the attempt to make an impact on reducing the “dropout”/shrinkage rate among students, and to suggest a better learning environment. The first investigation starts with a survey that has been made at the computer science department at the University of Baghdad to investigate the attitudes of computer science students in an environment dominated by women, showing the differences in attitudes between male and female students in different study years. Students are accepted to university studies via a centrally controlled admission procedure depending mainly on their final score at school. This leads to a high percentage of students studying subjects they do not want. Our analysis shows that 75% of the female students do not regret studying computer science although it was not their first choice. And according to statistics over previous years, women manage to succeed in their study and often graduate on top of their class. We finish with a comparison of attitudes between the freshman students of two different cultures and two different university enrolment procedures (University of Baghdad, in Iraq, and the University of Potsdam, in Germany) both with opposite gender majority. The second step of investigation took place at the department of computer science at the University of Potsdam in Germany and analyzes the learning styles of students studying the three major fields of study offered by the department (computer science, business informatics, and computer science teaching). Investigating the differences in learning styles between the students of those study fields who usually take some joint courses is important to be aware of which changes are necessary to be adopted in the teaching methods to address those different students. It was a two stage study using two questionnaires; the main one is based on the Index of Learning Styles Questionnaire of B. A. Solomon and R. M. Felder, and the second questionnaire was an investigation on the students’ attitudes towards the findings of their personal first questionnaire. Our analysis shows differences in the preferences of learning style between male and female students of the different study fields, as well as differences between students with the different specialties (computer science, business informatics, and computer science teaching). The third investigation looks closely into the difficulties, issues, apprehensions and expectations of freshman students studying computer science. The study took place at the computer science department at the University of Potsdam with a volunteer sample of students. The goal is to determine and discuss the difficulties and issues that they are facing in their study that may lead them to think in dropping-out, changing the study field, or changing the university. The research continued with the same sample of students (with business informatics students being the majority) through more than three semesters. Difficulties and issues during the study were documented, as well as students’ attitudes, apprehensions, and expectations. Some of the professors and lecturers opinions and solutions to some students’ problems were also documented. Many participants had apprehensions and difficulties, especially towards informatics subjects. Some business informatics participants began to think of changing the university, in particular when they reached their third semester, others thought about changing their field of study. Till the end of this research, most of the participants continued in their studies (the study they have started with or the new study they have changed to) without leaving the higher education system. N2 - Thema der Dissertation ist die Untersuchung von Voraussetzungen, Erwartungen, Haltungen, Einstellungen und Befürchtungen von Bachelor Studierenden der Informatik. Darüber hinaus werden in der vorliegenden Analyse anhand des Solomon/Felder-Modells Lerntypen unter den Informatik-Studierenden untersucht mit dem Ziel, mittels einer vorteilhafter gestalteten Lernumgebung zur Lernwirksamkeit und zur Reduktion der Abbrecherquote beizutragen. Zunächst werden anhand einer Vergleichsstudie zwischen Informatik-Studierenden an der Universität Bagdad und an der Universität Potsdam sowie jeweils zwischen männlichen und weiblichen Studierenden Unterschiede in der Wahrnehmung des Fachs herausgearbeitet. Hierzu trägt insbesondere das irakische Studienplatzvergabeverfahren bei, das den Studierenden nur wenig Freiheiten lässt, ein Studienfach zu wählen mit dem Ergebnis, dass viele Studierende, darunter überwiegend weibliche Studierende, gegen ihre Absicht Informatik studieren. Dennoch arrangieren sich auch die weiblichen Studierenden mit dem Fach und beenden das Studium oft mit Best-Noten. Der zweite Teil der Dissertation analysiert Lernstile von Studierenden des Instituts für Informatik der Universität Potsdam auf der Grundlage des Modells von Solomon/Felder mit dem Ziel, Hinweise für eine verbesserte Gestaltung der Lehrveranstaltungen zu gewinnen, die Lernende in der für sie geeigneten Form anspricht. Die Ergebnisse zeigen die Schwierigkeit, dieses Ziel zu erreichen, denn sowohl männliche und weibliche Studierende als auch Studierende von Informatik, Wirtschaftsinformatik und Lehramt Informatik weisen deutliche Unterschiede in den präferierten Lernstilen auf. In einer dritten qualitativen Studie wurden mit Studierenden von Informatik, Wirtschaftsinformatik und Lehramt Informatik Interviews über einen Zeitraum der ersten drei Studiensemester geführt, um einen detaillierten Einblick in Haltungen, Einstellungen und Erwartungen zum Studium zu gewinnen sowie Probleme zu ermitteln, die möglicherweise zum Abbruch des Studiums oder zum Wechsel des Fachs oder der Universität führen können. KW - computer science education KW - dropout KW - changing the university KW - changing the study field KW - Computer Science KW - business informatics KW - study problems KW - tutorial section KW - higher education KW - teachers KW - professors KW - Informatikvoraussetzungen KW - Studentenerwartungen KW - Studentenhaltungen KW - Universitätseinstellungen KW - Bachelorstudierende der Informatik KW - Abbrecherquote KW - Wirtschaftsinformatik KW - Informatik KW - Universität Potsdam KW - Universität Bagdad KW - Probleme in der Studie KW - Lehrer KW - Professoren KW - Theoretischen Vorlesungen KW - Programmierung KW - Anleitung KW - Hochschulsystem KW - Informatik-Studiengänge KW - Didaktik der Informatik Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-98437 ER -