@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 To this end, we use bibliometric analyses, differing from prior analyses, which are outdated or have a different focus.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}
}
@misc{Brandenburger2022,
  author    = {Brandenburger, Bonny},
  title     = {A multidimensional and analytical perspective on Open Educational Practices in the 21st century},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschaft- und Sozialwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschaft- und Sozialwissenschaftliche Reihe},
  number    = {157},
  issn      = {1867-5808},
  doi       = {10.25932/publishup-58777},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-587770},
  pages     = {17},
  year      = {2022},
  abstract  = {Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.},
  language  = {en}
}