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Durable supports for refugees in higher education through resisting short-termism and organisational memory loss: illustrative cases from Australia and Germany.

Berg, J., Grüttner, M., & Baker, S. (2023).
Durable supports for refugees in higher education through resisting short-termism and organisational memory loss: illustrative cases from Australia and Germany. Journal of Higher Education Policy and Management , 45(1), 36-52. https://doi.org/10.1080/1360080X.2022.2129316
Abstract

Recently, an increasing number of students from refugee and asylum-seeking backgrounds (SRABs) entering universities in settlement countries such as Australia and Germany have necessitated the establishment of a variety of supports. However, to date, little attention has been paid to the organisational conditions surrounding such supports. This study thus examined these conditions through the conceptual lens of organisational memory loss. Based on the two illustrative cases of Australia and Germany, it was described how building durable and responsive supports for SRABs is undermined by structural, ideological, and temporal imperatives that erode the possibilities for a sharable organisational memory.

Ten reasons why research collaborations succeed—a random forest approach.

Hückstädt, M. (2023).
Ten reasons why research collaborations succeed—a random forest approach. Scientometrics (online first). https://doi.org/10.1007/s11192-022-04629-7

Studierende mit Beeinträchtigung: Abbruchrisiko steigt.

Rußmann, M., Lörz, M., & Netz, N. (2023).
Studierende mit Beeinträchtigung: Abbruchrisiko steigt. Forschung & Lehre, 1, 34-35.
Abstract

Studierende mit Beeinträchtigung stehen im Studium oft vor besonderen Herausforderungen. Im Zuge der Corona-Pandemie haben sich ihre Studienbedingungen nochmals erschwert. Welche Auswirkungen hatte das auf das Abbruchrisiko dieser Studierendengruppe?

The German National Academics Panel Study (Nacaps): A new longitudinal survey on early researchers' careers and life courses.

Briedis, K., Hoffstätter, U., & Schwabe, U. (2022).
The German National Academics Panel Study (Nacaps): A new longitudinal survey on early researchers' careers and life courses. Soziale Welt, 73(4), 740-763. https://doi.org/10.5771/0038-6073-2022-4

Promotionen an Hochschulen für angewandte Wissenschaften – Impulse für das Monitoring und die Qualitätssicherung.

Wegner, A. (2022).
Promotionen an Hochschulen für angewandte Wissenschaften – Impulse für das Monitoring und die Qualitätssicherung. Qualität in der Wissenschaft (QiW), 2022 (3+4), 67-72.

From Research Evaluation to Research Analytics. The digitization of academic performance measurement.

Krüger, A. K., & Petersohn, S. (2022).
From Research Evaluation to Research Analytics. The digitization of academic performance measurement. Valuation Studies, 9 (1), 11-46. https://doi.org/10.3384/VS.2001-5992.2022.9.1.11-46
Abstract

Since the 2000s, the digitization of bibliometric infrastructure has accelerated at a rapid pace. In this article, we analyse how these developments in evaluative bibliometrics have contributed to an extension of indicator-based research evaluation towards data-driven research analytics. Drawing on empirical material from blogs and websites as well as from research and policy papers, we discuss how interoperability, scalability, and flexibility as material specificities of digital infrastructures generate new ways of data production and their assessment, which affect the possibilities of how academic performance can be understood and (e)valuated.

Wissenstransfer durch international mobile Forschende – Befunde bibliometrischer Analysen.

Aman, V. (2022).
Wissenstransfer durch international mobile Forschende – Befunde bibliometrischer Analysen. DAAD Forschung kompakt, 1-8. https://doi.org/10.46685/DAADStudien.2022.12

Stability or change? Social inequality at the transition from bachelor’s to master’s degree programmes in Germany. Empirical evidence from four graduate cohorts.

Reimer, D., & Schwabe (2022).
Stability or change? Social inequality at the transition from bachelor’s to master’s degree programmes in Germany. Empirical evidence from four graduate cohorts. European Educational Research Journal, 22(2), 170-197. https://doi.org/10.1177/14749041221101293

Early Child Care and Labor Supply of Lower-SES Mothers: A Randomized Controlled Trial.

Hermes, H., Krauß, M., Lergetporer, P., Peter, F., & Wiederhold, S. (2022).
Early Child Care and Labor Supply of Lower-SES Mothers: A Randomized Controlled Trial. IZA Discussion Paper Series No. 15814. Bonn: IZA.

Neuigkeiten rund um den KDSF: Version 1.3. veröffentlicht.

Petersohn, S. (19. Dezember 2022).
Neuigkeiten rund um den KDSF: Version 1.3. veröffentlicht [Blogbeitrag]. Abgerufen von https://blogs.tib.eu/wp/dini-ag-blog/2022/12/19/kdsf-version-1-3-veroeffentlicht/

Die strukturelle Verankerung von Berufungsbeauftragten an deutschen Universitäten.

Walther, L., & Schwartz, E. (2022).
Die strukturelle Verankerung von Berufungsbeauftragten an deutschen Universitäten. Beiträge zur Hochschulforschung, 44(4), 58-79.

Gibt es eine Unwucht bei der Finanzierung von Hochschulen und außeruniversitären Forschungseinrichtungen?

Speiser, G. (2022).
Gibt es eine Unwucht bei der Finanzierung von Hochschulen und außeruniversitären Forschungseinrichtungen? die hochschule, 2022 (1–2), 152-166.

Besonders belastet und kurz vor dem Abbruch? Nicht-traditionelle Studierende zu Beginn der COVID-19-Pandemie.

Becker, K., & Brändle, T. (2022).
Besonders belastet und kurz vor dem Abbruch? Nicht-traditionelle Studierende zu Beginn der COVID-19-Pandemie. Zeitschrift für Hochschulentwicklung, , 17(4), 155-173 (online first). http://dx.doi.org/10.3217/zfhe-17-04/8

Warum brechen nicht-traditionelle Studierende häufiger ihr Studium ab? Eine Dekompositionsanalyse.

Dahm, G. (2022).
Warum brechen nicht-traditionelle Studierende häufiger ihr Studium ab? Eine Dekompositionsanalyse [Sonderheft]. Zeitschrift für Hochschulentwicklung, 17(4)(Hochschulzugang und Studium nicht-traditioneller Studierender: Die Situation in Österreich, Deutschland und der Schweiz), 111-132. https://doi.org/10.3217/zfhe-17-04/06
Abstract

Non-traditional students in higher education drop out more often than traditional students. To understand this difference more clearly, this paper examines differences between the two groups with regard to sociodemographic characteristics, study contexts and life circumstances, as well as individual assessments of prospects of academic success and the costs and returns of studying. A decomposition analysis shows that student age and study context are two factors that have a particularly strong significance for the higher tendency of non-traditional students to drop out. This paper suggests ways in which theoretical models for explaining educational decisions could be adapted with regard to the special group of non-traditional students.

Editorial: Hochschulzugang und Studium nicht-traditioneller Studierender: Die Situation in Österreich, Deutschland und der Schweiz.

Freitag, W. K., Kerst, C., & Ordemann, J. (2022).
Editorial: Hochschulzugang und Studium nicht-traditioneller Studierender: Die Situation in Österreich, Deutschland und der Schweiz. In W. K. Freitag, C. Kerst, & J. Ordemann (Hrsg.), Hochschulzugang und Studium nicht-traditioneller Studierender: Die Situation in Österreich, Deutschland und der Schweiz (S. 9-21). Graz: Verein Forum Neue Medien in der Lehre Austria. https://doi.org/10.3217/zfhe-17-04/01

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Anja Gottburgsen
Dr. Anja Gottburgsen +49 511 450670-912