Technological convergence and the absorptive capacity of standardisation.
Gauch, S., & Blind, K. (2015).
Technological convergence and the absorptive capacity of standardisation. Technological Forecasting and Social Change, 91 (2015), 236-249.
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The doctorate as an original contribution to knowledge: Considering relationships between originality, creativity, and innovation.
Baptista, A., Frick, L., Holley, . K., Remmik, M., Tesch, J., & Akerlind, G. (2015).
The doctorate as an original contribution to knowledge: Considering relationships between originality, creativity, and innovation. Frontline Learning Research, 3, 51-63.
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Chancengerechtigkeit in der europäischen Hochschulbildung - ein Interpretations- und Messversuch.
Gwosć, C. (2015).
Chancengerechtigkeit in der europäischen Hochschulbildung - ein Interpretations- und Messversuch. List Forum für Wirtschafts- und Finanzpolitik, 1-22. https://dx.doi.org/10.1007/s41025-015-0003-5
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Studienabbruch an deutschen Hochschulen: ein Überblick zum Umfang, zu den Ursachen und zu den Voraussetzungen der Prävention.
Ebert, J., & Heublein, U. (2015).
Studienabbruch an deutschen Hochschulen: ein Überblick zum Umfang, zu den Ursachen und zu den Voraussetzungen der Prävention. Qualität in der Wissenschaft (Heft 3+4/2015), 67-72.
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New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post-Secondary Education Decisions.
Meyer, T., Thomsen, S. L., & Schneider, H. (2015).
New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post-Secondary Education Decisions. IZA Discussion Paper. No. 9507.
Abstract
Most German states have reformed university preparatory schooling during the last decade by reducing its duration from 13 to 12 years without changing the graduation requirements. In this paper, we use nationwide data on high school graduates and apply a difference-in-differences approach to evaluate the reform effects on post-secondary education decisions. The results show that enrollment in university education in the first year after high school graduation is reduced in all analyzed states, while participation in voluntary service or staying abroad is increased. In some subgroups, depending on state, gender and family background, university enrollment is decreased additionally beyond the first year.
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A Comprehensive Approach to Investigating the Social Dimension in European Higher Education Systems - EUROSTUDENT and the PL4SD Country Reviews.
Orr, D., & Mishra, S. (2015).
A Comprehensive Approach to Investigating the Social Dimension in European Higher Education Systems - EUROSTUDENT and the PL4SD Country Reviews. In A. Curaj, L. Matei, R. Pricopie, J. Salmi & P. Scott (Hrsg.), The European Higher Education Area: Between Critical Reflections and Future Policies (S. 467-478). Springer.
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Against all odds: Determinants of doctoral candidates’ intention to enter academia in Germany.
Hauss, K., Kaulisch, M., & Tesch, J. (2015).
Against all odds: Determinants of doctoral candidates’ intention to enter academia in Germany. International Journal for Researcher Development, 2, 122-143.
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Uwagi krytyczne na temat pojęć kolektyw myślowy, styl myślowy i wymiana myśli. Problemy z możliwością nawiązania do Flecka z perspektywy współczesnej.
Möller, T. (2015).
Uwagi krytyczne na temat pojęć kolektyw myślowy, styl myślowy i wymiana myśli. Problemy z możliwością nawiązania do Flecka z perspektywy współczesnej. In B. Chołuj & J. C. Joerden (Hrsg.), Od faktu naukowego do produkcji wiedzy, (S. 299-315). Warszawa: WUW.
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Wer geht wohin? Laufbahnintentionen junger Nachwuchswissenschaftler/innen.
Schürmann, R., & Sembritzki, T. (2015).
Wer geht wohin? Laufbahnintentionen junger Nachwuchswissenschaftler/innen. Journal Hochschuldidaktik " Nachwuchsförderung. Herausforderung Wissenschaft " , 25. Jg. (Nr. 1-2), 28-31. Dortmund: zhb.
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Citation preference in the German science system.
Aman, V. (2015).
Citation preference in the German science system. In Proceedings of 20th International Conference on Science and Technology Indicators (STI 2015). Lugano: University of Lugano.
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