Ohne Abitur an der Hochschule - Studienstrategien und Studienerfolg von nicht-traditionellen Studierenden.
Dahm, G., Kamm, C., Kerst, C., Otto, A., & Wolter, A. (2018).
Ohne Abitur an der Hochschule - Studienstrategien und Studienerfolg von nicht-traditionellen Studierenden. In I. Buß, M. Erbsland, P. Rahn & P. Pohlenz (Hrsg.), Öffnung von Hochschulen. Impulse zur Weiterentwicklung von Studienangeboten (S. 157-186). Wiesbaden: Springer VS. http://dx.doi.org/10.1007/978-3-658-20415-0
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Which mechanisms explain monetary returns to international student mobility?
Kratz, F., & Netz, N. (2018).
Which mechanisms explain monetary returns to international student mobility? Studies in Higher Education, 43(2), 375-400. http://dx.doi.org/10.1080/03075079.2016.1172307
Abstract
The authors develop a conceptual framework explaining monetary returns to international student mobility (ISM). Based on data from two German graduate panel surveys, they test this framework using growth curve models and Oaxaca–Blinder decompositions. The results indicate that ISM-experienced graduates enjoy a steeper wage growth after graduation and that they receive higher medium-term wages. This is partly attributable to their favourable self-selection. Under control of selection effects and competency gains from ISM, two mechanisms so far disregarded in the literature explain monetary returns to ISM: the steeper wage growth results from the higher likelihood of ISM-experienced graduates to increase their wage through employer changes.
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Data Quality Measures and Data Cleansing for Research Information Systems.
Azeroual, O., Saake, G., & Abuosba, M. (2018).
Data Quality Measures and Data Cleansing for Research Information Systems. Journal of Digital Information Management, 2/2018, 12-21.
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The concept of instrument constituencies: accounting for dynamics and practices of knowing governance.
Simons, A., & Voß, J.-P. (2018).
The concept of instrument constituencies: accounting for dynamics and practices of knowing governance. Policy and Society, 37(1), 14-35. https://doi.org/10.1080/14494035.2017.1375248
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Institutionen der Hochschulbildung.
Liebeskind, U. (2017).
Institutionen der Hochschulbildung. In O. Köller, M. Hasselhorn, F. W. Hesse & K. Maaz (Hrsg.), Das Bildungswesen in Deutschland. Bestand und Potenziale. Bad Heilbrunn: UTB; Klinkhardt, Julius.
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Was Wissenschaftler/innen an Universitäten über das Promotionsrecht für Fachhochschulen denken.
Johann, D., & Mayer, S. (2017).
Was Wissenschaftler/innen an Universitäten über das Promotionsrecht für Fachhochschulen denken. Das Hochschulwesen (HSW), 6/2017, 169-178.
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Professionalizing Bibliometric Research Assessment? Insights from the Leiden Centre for Science and Technology Studies (CWTS).
Petersohn, S., & Heinze, T. (2017).
Professionalizing Bibliometric Research Assessment? Insights from the Leiden Centre for Science and Technology Studies (CWTS). Science and Public Policy(Reihe). Online first 14.12.2017. https://doi.org/10.1093/scipol/scx084
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Dimensionen im Handlungsfeld Personal. Konzeption einer Führungskräfteentwicklung für das Deutsche Zentrum für Hochschul- und Wissenschaftsforschung.
Jaeger, M., Jaudzims, S., & Leszczensky, M. (2017).
Dimensionen im Handlungsfeld Personal. Konzeption einer Führungskräfteentwicklung für das Deutsche Zentrum für Hochschul- und Wissenschaftsforschung. Wissenschaftsmanagement - Zeitschrift für Innovation, 23. Jahrgang, Heft 2, 48-51.
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Studium, Ausbildung oder beides? Qualifizierungswege von Studienberechtigten.
Spangenberg, H., Quast, H., & Franke, B. (2017).
Studium, Ausbildung oder beides? Qualifizierungswege von Studienberechtigten. DDS - Die Deutsche Schule, Jg. 109, Heft 4, 334-352.
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Elternzeit von Vätern als Verhandlungssache in Partnerschaften.
Brandt, G. (2017).
Elternzeit von Vätern als Verhandlungssache in Partnerschaften. Kölner Zeitschrift für Soziologie und Sozialpsychologie 69(4), (593-622). http://dx.doi.org/10.1007/s11577-017-0486-6
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Ein Instrument zur Erfassung der Lernumwelt Promotionsphase.
de Vogel, S., Brandt, G., & Jaksztat, S. (2017).
Ein Instrument zur Erfassung der Lernumwelt Promotionsphase. Zeitschrift für empirische Hochschulforschung, 1-2017, 24-44.
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On Strategic Elements in Appointment Procedures of Professors at Application-oriented Universities in Germany.
In der Smitten, S., & Valero Sanchez, M. M. (2017).
On Strategic Elements in Appointment Procedures of Professors at Application-oriented Universities in Germany. Application-Oriented Higher Education Research (AOHER), 4(2), 8-13.
Abstract
Laws require a twofold qualification of professors at application-oriented universities in Germany: On the one hand they have to be academics and usually hold a PhD, on the other hand they must be able to prove a couple of years of work experience with at least three years outside academia. These careers make it difficult for application-oriented universities to find and attract the brightest and most talented persons as professors. Therefore, appointment procedures need to be regarded and advanced as integral parts of strategic management
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Policing Misconduct: More Data Needed on Scientific Misconduct.
Reinhart, M. (2017).
Policing Misconduct: More Data Needed on Scientific Misconduct. Nature, 549(7673), 458.
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The Selection of High-Skilled Emigrants.
Parey, M., Ruhose, J., Waldinger, F., & Netz, N. (2017).
The Selection of High-Skilled Emigrants. The Review of Economics and Statistics, 99(5), 776-792. https://dx.doi.org/10.1162/REST_a_00687
Abstract
We measure selection among high-skilled emigrants from Germany using predicted earnings. Migrants to less equal countries are positively selected relative to nonmigrants, while migrants to more equal countries are negatively selected, consistent with the prediction in Borjas (1987). Positive selection to less equal countries reflects university quality and grades, and negative selection to more equal countries reflects university subject and gender. Migrants to the United States are highly positively selected and concentrated in STEM fields. Our results highlight the relevance of the Borjas model for high-skilled individuals when credit constraints and other migration barriers are unlikely to be binding.
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Internationale Wissenschaftler/innen an deutschen Hochschulen – Zur Veralltäglichung des Internationalen.
Wegner, A. (2017).
Internationale Wissenschaftler/innen an deutschen Hochschulen – Zur Veralltäglichung des Internationalen. In A. Neusel & A. Wolter (Hrsg.), Mobile Wissenschaft. Internationale Mobilität und Migration in der Hochschule (S. 197-219). Frankfurt/New York: Campus Verlag.
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