Responsible Research Assessment and Research Information Management Systems. Schöpfel, J., & Azeroual, O. (2024). Responsible Research Assessment and Research Information Management Systems. Encyclopedia, 2024(4), 915-922.
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Janßen, M. (2024). [Rezension des Buchs Anno Eßer, Studentische Fachkulturen: Lebensstile und politische Dispositionen. Eine Untersuchung der Studienfächer Rechtswissenschaft, VWL, BWL, Sozialwissenschaften, Philosophie, Mathematik und Biologie. Opladen, Berlin & Toronto: Barbara Budrich 2023, 228 S., kt., 34,00 ¤, von A. Eßer]. Soziologische Revue, 2024(47 (2)), 194-198. https://doi.org/10.1515/srsr-2024-2019
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Typing or speaking? Comparing text and voice answers to open questions on sensitive topics in smartphone surveys. Höhne, J. K., Gavras, K., & Claaßen, J. (2024). Typing or speaking? Comparing text and voice answers to open questions on sensitive topics in smartphone surveys. Social Science Computer Review (online first). https://doi.org/10.1177/08944393231160961
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Studierende mit gesundheitlicher studienerschwerender Beeinträchtigung. Gerdes, F., Schwabe, U., Steinkühler, J., & Kroher , M. (2024). Studierende mit gesundheitlicher studienerschwerender Beeinträchtigung. Public Health Forum, 32(2), 69-76. https://doi.org/10.1515/pubhef-2024-0011
Abstract
The article focuses on students with health impairments that have adverse effects on their studies, within the German higher education system. Using data from “The student survey in Germany: best: Studying with health impairments” we present current results on the composition of this group, on their drop-out intention and experienced discrimination during their studies. There exist notable differences within this group according to the type and severity of impairment.
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The level and development of university students’ social integration: personality traits and person-environment fit predict integration with fellow students and teaching staff. Jusri, R., & Lechner, C. (2024). The level and development of university students’ social integration: personality traits and person-environment fit predict integration with fellow students and teaching staff. Higher Education. https://doi.org/10.1007/s10734-024-01240-y
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Does gender composition in a field of study matter? Gender disparities in college students’ academic self-concepts. Fiedler, I., Buchholz, S., & Schaeper, H. (2024). Does gender composition in a field of study matter? Gender disparities in college students’ academic self-concepts. Research in Higher Education (online first). https://doi.org/10.1007/s11162-024-09794-7
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Does instructional time at school influence study time at university? Evidence from an instructional time reform. Schwerter, J., Netz, N., & Hübner, N. (2024). Does instructional time at school influence study time at university? Evidence from an instructional time reform. Economics of Education Review, 100, 102526. https://doi.org/10.1016/j.econedurev.2024.102526
Abstract
Early-life environments can have long-lasting effects on individuals’ later life courses. Interestingly, research on the effects of school reforms has hardly adopted this perspective. Therefore, we investigate a staggered school reform that reduced the number of school years and increased weekly instructional time for secondary school students in most German federal states. We analyze this quasi-experiment in a difference-in-differences framework using nationally representative large-scale survey data on 69,513 students who attended university between 1998 and 2016. Using both TWFE and weighted-group ATT estimators, we find negative effects of reform exposure on hours spent attending classes and on self-study.
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Das Nacaps-Datenportal – Potenziale, Besonderheiten und Datenqualität in interaktiven digitalen Reportings. Azeroual, O. (2024). Das Nacaps-Datenportal – Potenziale, Besonderheiten und Datenqualität in interaktiven digitalen Reportings. Information – Wissenschaft & Praxis, 2024(75), 103-110. https://doi.org/10.1515/iwp-2024-2005
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On the performativity of SDG classifications in large bibliometric databases. Ottaviani, M., & Stahlschmidt, S. (2024). On the performativity of SDG classifications in large bibliometric databases. ArXiv (online first). https://doi.org/10.48550/arXiv.2405.03007
Abstract
This work proposes using the feature of large language models (LLMs) to learn about the "data bias" injected by diverse SDG classifications into bibliometric data by exploring five SDGs. We build a LLM that is fine-tuned in parallel by the diverse SDG classifications inscribed into the databases' SDG classifications. Our results show high sensitivity in model architecture, classified publications, fine-tuning process and natural language generation. The wide arbitrariness at different levels raises concerns about using LLM in research practice.
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How A/B testing changes the dynamics of information spreading on a social network. Ottaviani, M., Herzog, S., Nickl, P. L., & Lorenz-Spreen, P. (2024). How A/B testing changes the dynamics of information spreading on a social network. ArXiv (online first). https://doi.org/10.48550/arXiv.2405.01165
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Heterogene Studierendenschaft. Sozialstruktur und Studiensituation der Studierenden in Deutschland. Kerst, C., Kroher, M., & Steinkühler, J. (2024). Heterogene Studierendenschaft. Sozialstruktur und Studiensituation der Studierenden in Deutschland. Forschung und Lehre, 31(5), 362-363.
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Contrasting cross-correlation: Meta-analyses of the associations between citations and 13 altmetrics, incorporating moderating variables. Stephen, D., & Stahlschmidt, S. (2024). Contrasting cross-correlation: Meta-analyses of the associations between citations and 13 altmetrics, incorporating moderating variables. Scientometrics (online first).
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Is there gender bias in awarding cum laude for the PhD thesis? van den Besselaar, P., & Mom, C. (2024). Is there gender bias in awarding cum laude for the PhD thesis? Scientometrics, 1-23 (online first). https://doi.org/10.1007/s11192-024-04985-6
Abstract
In the Dutch academic system, PhD theses can be awarded with cum laude and at most 5% of all PhD graduates receive this selective distinction for their thesis. In this paper, we investigate whether there is gender bias in awarding cum laude, using data from one of the major Dutch research universities. A main result is that the set of PhD theses receiving cum laude on average do not have a higher quality than the best theses not getting cum laude. A second
main result is that, after controlling for the quality of the PhD theses, women still have a substantially lower probability to receive cum laude. These results strongly suggest that the distribution of awards suffers from gender bias.
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Information intervention on long-term earnings prospects and the gender gap in major choice. Peter, F., Schober, P., & Spiess, C. K. (2024). Information intervention on long-term earnings prospects and the gender gap in major choice. European Sociological Review, 40(2), 258-275. https://doi.org/10.1093/esr/jcad055
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