@misc{HetenyiMolinariClintonetal.2018, author = {Hetenyi, Gyorgy and Molinari, Irene and Clinton, John and Bokelmann, Gotz and Bondar, Istvan and Crawford, Wayne C. and Dessa, Jean-Xavier and Doubre, Cecile and Friederich, Wolfgang and Fuchs, Florian and Giardini, Domenico and Graczer, Zoltan and Handy, Mark R. and Herak, Marijan and Jia, Yan and Kissling, Edi and Kopp, Heidrun and Korn, Michael and Margheriti, Lucia and Meier, Thomas and Mucciarelli, Marco and Paul, Anne and Pesaresi, Damiano and Piromallo, Claudia and Plenefisch, Thomas and Plomerova, Jaroslava and Ritter, Joachim and Rumpker, Georg and Sipka, Vesna and Spallarossa, Daniele and Thomas, Christine and Tilmann, Frederik and Wassermann, Joachim and Weber, Michael and Weber, Zoltan and Wesztergom, Viktor and Zivcic, Mladen and Abreu, Rafael and Allegretti, Ivo and Apoloner, Maria-Theresia and Aubert, Coralie and Besancon, Simon and de Berc, Maxime Bes and Brunel, Didier and Capello, Marco and Carman, Martina and Cavaliere, Adriano and Cheze, Jerome and Chiarabba, Claudio and Cougoulat, Glenn and Cristiano, Luigia and Czifra, Tibor and Danesi, Stefania and Daniel, Romuald and Dannowski, Anke and Dasovic, Iva and Deschamps, Anne and Egdorf, Sven and Fiket, Tomislav and Fischer, Kasper and Funke, Sigward and Govoni, Aladino and Groschl, Gidera and Heimers, Stefan and Heit, Ben and Herak, Davorka and Huber, Johann and Jaric, Dejan and Jedlicka, Petr and Jund, Helene and Klingen, Stefan and Klotz, Bernhard and Kolinsky, Petr and Kotek, Josef and Kuhne, Lothar and Kuk, Kreso and Lange, Dietrich and Loos, Jurgen and Lovati, Sara and Malengros, Deny and Maron, Christophe and Martin, Xavier and Massa, Marco and Mazzarini, Francesco and Metral, Laurent and Moretti, Milena and Munzarova, Helena and Nardi, Anna and Pahor, Jurij and Pequegnat, Catherine and Petersen, Florian and Piccinini, Davide and Pondrelli, Silvia and Prevolnik, Snjezan and Racine, Roman and Regnier, Marc and Reiss, Miriam and Salimbeni, Simone and Santulin, Marco and Scherer, Werner and Schippkus, Sven and Schulte-Kortnack, Detlef and Solarino, Stefano and Spieker, Kathrin and Stipcevic, Josip and Strollo, Angelo and Sule, Balint and Szanyi, Gyongyver and Szucs, Eszter and Thorwart, Martin and Ueding, Stefan and Vallocchia, Massimiliano and Vecsey, Ludek and Voigt, Rene and Weidle, Christian and Weyland, Gauthier and Wiemer, Stefan and Wolf, Felix and Wolyniec, David and Zieke, Thomas}, title = {The AlpArray seismic network}, series = {Surveys in Geophysics}, volume = {39}, journal = {Surveys in Geophysics}, number = {5}, publisher = {Springer}, address = {Dordrecht}, organization = {ETHZ SED Elect Lab AlpArray Seismic Network Team AlpArray OBS Cruise Crew AlpArray Working Grp}, issn = {0169-3298}, doi = {10.1007/s10712-018-9472-4}, pages = {1009 -- 1033}, year = {2018}, abstract = {The AlpArray programme is a multinational, European consortium to advance our understanding of orogenesis and its relationship to mantle dynamics, plate reorganizations, surface processes and seismic hazard in the Alps-Apennines-Carpathians-Dinarides orogenic system. The AlpArray Seismic Network has been deployed with contributions from 36 institutions from 11 countries to map physical properties of the lithosphere and asthenosphere in 3D and thus to obtain new, high-resolution geophysical images of structures from the surface down to the base of the mantle transition zone. With over 600 broadband stations operated for 2 years, this seismic experiment is one of the largest simultaneously operated seismological networks in the academic domain, employing hexagonal coverage with station spacing at less than 52 km. This dense and regularly spaced experiment is made possible by the coordinated coeval deployment of temporary stations from numerous national pools, including ocean-bottom seismometers, which were funded by different national agencies. They combine with permanent networks, which also required the cooperation of many different operators. Together these stations ultimately fill coverage gaps. Following a short overview of previous large-scale seismological experiments in the Alpine region, we here present the goals, construction, deployment, characteristics and data management of the AlpArray Seismic Network, which will provide data that is expected to be unprecedented in quality to image the complex Alpine mountains at depth.}, language = {en} } @article{TiberiusWeylandMahto2023, author = {Tiberius, Victor and Weyland, Michael and Mahto, Raj V.}, title = {Best of entrepreneurship education?}, series = {The international journal of management education}, volume = {21}, journal = {The international journal of management education}, number = {1}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1472-8117}, doi = {10.1016/j.ijme.2022.100753}, year = {2023}, abstract = {Entrepreneurship education has gained widespread attention in both education practice and research over the past three decades. However, whereas research has a strong focus on its effects and many normative concepts exist, little is known about how entrepreneurship is actually taught. To address this research gap, we conduct a curriculum analysis of the 50 best programs in entrepreneurship, according to the 2018 Financial Times ranking "Top MBAs for Entrepreneurship 2018". In particular, we examine their objectives, learning contents and teaching as well as assessment methods as four major dimensions of a graduate entrepreneurship curriculum. The results show that the programs are primarily business and management programs, with a comparatively small share of entrepreneurship itself. Entrepreneurship-specific goals are entrepreneurial attitudes and competences, such as entrepreneurial leadership, entrepreneurial mindset, entrepreneurial skills, opportunity creation, opportunity identification, and transforming uncertainty into opportunity. The learning contents also focus on business, management, and law, whereas the contents relating to entrepreneurship include entrepreneurial failure, entrepreneurial management, entrepreneurial thinking, and entrepreneurship in general. Teaching methods are mainly the ones usually found in higher education, with business plans and prototyping as additional entrepreneurial ones. Assessment methods do not differ from those in business and management education.}, language = {en} } @article{TiberiusHoffmeisterWeyland2021, author = {Tiberius, Victor and Hoffmeister, Leonie and Weyland, Michael}, title = {Prospective shifts in executive education}, series = {The international journal of management education}, volume = {19}, journal = {The international journal of management education}, number = {3}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1472-8117}, doi = {10.1016/j.ijme.2021.100514}, pages = {9}, year = {2021}, abstract = {Executive education (EE) has been an established means for management education. However, due to the ever-changing business environment, progress in education technology, and new competitors, EE has been continuously evolving and can be expected to further change. Employing a three-stage international Delphi study, we identify a plausible scenario for the further development of EE over the next decade. The results suggest major changes for management training. The panel expects major shifts in teaching methods and curricula construction. Business schools are expected to increase content customization, to adapt delivery formats, and to enhance coverage of topical issues to better respond to leaders' needs.}, language = {en} } @incollection{WeylandPallastTiberius2022, author = {Weyland, Michael and Pallast, Gregor and Tiberius, Victor}, title = {{\"O}konomisches Denken f{\"o}rdern durch kognitiv aktivierende Aufgaben}, series = {{\"O}konomisches Denken lehren und lernen}, booktitle = {{\"O}konomisches Denken lehren und lernen}, editor = {Brahm, Taiga and Iberer, Ulrich and K{\"a}rner, Tobias and Weyland, Michael}, publisher = {wbv}, address = {Bielefeld}, isbn = {978-3-7639-7048-3}, doi = {10.3278/9783763973088_25}, pages = {26 -- 48}, year = {2022}, abstract = {In diesem Beitrag m{\"o}chten wir einen Gedanken des amerikanischen Mathematikers Paul Halmos aufgreifen und konkretisieren. Wir m{\"o}chten verdeutlichen, dass {\"o}konomisches Denken nicht abstrakt gelehrt, sondern „erfahren" werden muss, wenn es nachhaltig und in seiner ganzen Breite gef{\"o}rdert werden soll. Dazu dienen kognitiv aktivierende Aufgaben. Was man darunter versteht und welche Funktionen und Qualit{\"a}tsmerkmale Aufgaben in der {\"o}konomischen Bildung besitzen, verdeutlichen wir in den Abschnitten 1 und 2. Im Praxisteil (Abschnitte 3 bis 8) werden konkrete, unterrichtlich erprobte Beispielaufgaben vorgestellt, mit denen {\"o}konomisches Denken erfolgreich gef{\"o}rdert werden kann. Unser Beitrag schließt mit einer kurzen Skizze wirtschaftsdidaktischer Implikationen (Abschnitt 9).}, language = {de} } @article{TiberiusWeyland2024, author = {Tiberius, Victor and Weyland, Michael}, title = {Enhancing higher entrepreneurship education: insights from practitioners for curriculum improvement}, series = {The International journal of Management Education}, volume = {22}, journal = {The International journal of Management Education}, number = {2}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1472-8117}, doi = {10.1016/j.ijme.2024.100981}, year = {2024}, abstract = {Curricula for higher entrepreneurship education should meet the requirements of both a solid theoretical foundation and a practical orientation. When these curricula are designed by education specialists, entrepreneurs are usually not consulted. To explore practitioners' curricular recommendations, we conducted 73 semi-structured interviews with entrepreneurs with at least five years of professional experience. We collected 49 items for teaching and learning objectives, 37 for contents, 28 for teaching methods, and 17 for assessment methods. The respondents are convinced that students should acquire solid knowledge in business and management, legal issues, and entrepreneurship. For the latter, only some core aspects are provided. The entrepreneurs put greater emphasis on entrepreneurial skills and attitudes and consider experiential learning designs as most suitable, both in the secure setting of the classroom and in real life. The findings can help reflect on current entrepreneurship curriculum designs.}, language = {en} } @article{TiberiusWeyland2022, author = {Tiberius, Victor and Weyland, Michael}, title = {Entrepreneurship education or entrepreneurship education?}, series = {Journal of further and higher education}, volume = {47}, journal = {Journal of further and higher education}, number = {1}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0309-877X}, doi = {10.1080/0309877X.2022.2100692}, pages = {134 -- 149}, year = {2022}, abstract = {Entrepreneurship education (EE) has attracted much scholarly attention, showing exponential growth in publication and citation numbers. The research field has become broad, complex, and fragmented, making it increasingly difficult to oversee. Our research goal is to organise and integrate the previous literature. To this end, we use bibliometric analyses, differing from prior analyses, which are outdated or have a different focus. Our results show an immense growth in publications and citations over the last decade and an almost equal involvement of business and educational research. We identify the most productive and influential journals and authors. Our co-citation analysis reveals two research clusters, one focusing on psychological constructs relating to EE, and the other on entrepreneurial behaviour and new venture creation. Based on a review of the 25 most-cited articles on an annual basis, we identify and quantify the most relevant research themes and integrate them into a research framework that we propose for future research. A major finding is that extant research centres around the outcomes of entrepreneurship education, whereas its pedagogy is still mainly a black box.}, language = {en} } @misc{TiberiusWeyland2022, author = {Tiberius, Victor and Weyland, Michael}, title = {Entrepreneurship education or entrepreneurship education?}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe}, number = {1}, issn = {1867-5808}, doi = {10.25932/publishup-60878}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-608789}, pages = {18}, year = {2022}, abstract = {Entrepreneurship education (EE) has attracted much scholarly attention, showing exponential growth in publication and citation numbers. The research field has become broad, complex, and fragmented, making it increasingly difficult to oversee. Our research goal is to organise and integrate the previous literature. To this end, we use bibliometric analyses, differing from prior analyses, which are outdated or have a different focus. Our results show an immense growth in publications and citations over the last decade and an almost equal involvement of business and educational research. We identify the most productive and influential journals and authors. Our co-citation analysis reveals two research clusters, one focusing on psychological constructs relating to EE, and the other on entrepreneurial behaviour and new venture creation. Based on a review of the 25 most-cited articles on an annual basis, we identify and quantify the most relevant research themes and integrate them into a research framework that we propose for future research. A major finding is that extant research centres around the outcomes of entrepreneurship education, whereas its pedagogy is still mainly a black box.}, language = {en} } @article{TiberiusWeyland2023, author = {Tiberius, Victor and Weyland, Michael}, title = {Identifying constituent elements of entrepreneurship curricula}, series = {Administrative sciences}, volume = {14}, journal = {Administrative sciences}, number = {1}, publisher = {MDPI}, address = {Basel}, issn = {2076-3387}, doi = {10.3390/admsci14010001}, pages = {18}, year = {2023}, abstract = {Entrepreneurship education research has a strong "output" focus on impact studies but pays much less attention to the "inside" or process perspective of the way entrepreneurship education occurs. In particular, the scattered previous entrepreneurship curriculum research has not managed to provide a current and comprehensive overview of the curricular elements that constitute entrepreneurship education. To overcome this shortcoming, we aim to identify the teaching objectives, teaching contents, teaching methods, and assessment methods discussed in entrepreneurship curriculum research. To this end, we conducted a systematic literature review on the four entrepreneurship curriculum dimensions and collected all mentioned curriculum items. We used a two-stage coding procedure to find the genuinely entrepreneurship-specific items. Among numerous items (also from business management and other subjects), we found 26 objectives, 34 contents, 11 teaching methods, and 7 assessment methods that were entrepreneurship-specific. Most of these items were addressed by only a few scholarly papers.}, language = {en} } @article{TiberiusWeyland2024, author = {Tiberius, Victor and Weyland, Michael}, title = {Improving curricula for higher entrepreneurship education}, series = {Education sciences}, volume = {14}, journal = {Education sciences}, number = {2}, publisher = {MDPI}, address = {Basel}, issn = {2227-7102}, doi = {10.3390/educsci14020130}, pages = {1 -- 17}, year = {2024}, abstract = {Existing curricula for entrepreneurship education do not necessarily represent the best way of teaching. How could entrepreneurship curricula be improved? To answer this question, we aim to identify and rank desirable teaching objectives, teaching contents, teaching methods, and assessment methods for higher entrepreneurship education. To this end, we employ an international real-time Delphi study with an expert panel consisting of entrepreneurship education instructors and researchers. The study reveals 17 favorable objectives, 17 items of content, 25 teaching methods, and 15 assessment methods, which are ranked according to their desirability and the group consensus. We contribute to entrepreneurship curriculum research by adding a normative perspective.}, language = {en} }