DZHW-Wissenschaftsbefragung 2023. Fabian, G., Heger, C., Just, A., & Weber, A. (2025). DZHW-Wissenschaftsbefragung 2023. Daten- und Methodenbericht zur DZHW-Wissenschaftsbefragung 2023. Hannover: DZHW. https://doi.org/10.21249/DZHW:scs2023-dmr-de:2.0.0
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DZHW Scientists Survey 2023. Fabian, G., Heger, C., Just, A., Weber, A., & Oestreich, T. (2025). DZHW Scientists Survey 2023. Data and methods report on the DZHW Scientists Survey 2023. Hannover: DZHW. https://doi.org/10.21249/DZHW:scs2023-dmr-en:2.0.0
Abstract
The DZHW Scientists Survey 2023 is an online survey of full-time academic and artistic staff at German universities and equivalent institutions of higher education with the right to award doctorates. It is repeated at regular intervals as a trend study to explore the working and research conditions at German universities and equivalent institutions of higher education.
The DZHW Scientists Survey 2023 was conducted from January to March 2023. The respondents therefore take a retrospective look at their working and research conditions during the Covid-19 pandemic and their current post-pandemic situation. The previous Scientists Surveys took place in 2010, 2016 and 2019/2020. [...] Full Abstract: https://doi.org/10.21249/DZHW:scs2023:2.0.0
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Is academic freedom associated with strong science? Evidence from a cross-national time-series analysis. Lovakov, A. (2025). Is academic freedom associated with strong science? Evidence from a cross-national time-series analysis. International Journal of Educational Research, 2025(134), 102845. https://doi.org/10.1016/j.ijer.2025.102845
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Studentische Ansichten zu Demokratie, Meinungsfreiheit an Hochschulen und Wissenschaft. Multrus, F., Marczuk, A., Hinz, T., & Strauß, S. (2025). Studentische Ansichten zu Demokratie, Meinungsfreiheit an Hochschulen und Wissenschaft. (DZHW Brief 04|2025). Hannover: DZHW. https://doi.org/10.34878/2025.04.dzhw_brief
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Soziale Disparitäten. Sachse, K. A., Niemietz, J., Legler, L. M., & Jindra, C. (2025). Soziale Disparitäten. In P. Stanat, S. Schipolowski, S. Gentrup, K. A. Sachse, S. Weirich, & S. Henschel (Hrsg.), IQB-Bildungstrend 2024. Mathematische und naturwissenschaftliche Kompetenzen am Ende der 9. Jahrgangsstufe im dritten Ländervergleich (S. 237-265). Münster: Waxmann.
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Unforeseen shock: How perceived vulnerability shapes the psychological impact of violent victimization. Kaiser, F., Jackson, J., Oberwittler, D., & Huss, B. (2025). Unforeseen shock: How perceived vulnerability shapes the psychological impact of violent victimization. CrimRxiv. https://doi.org/10.21428/cb6ab371.6d74933a
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Wissenschaftler*innen in frühen Karrierephasen besser fördern durch evidenz-informiertes Gestaltungshandeln. Wegner, A. (2025). Workshop Wissenschaftler*innen in frühen Karrierephasen besser fördern durch evidenz-informiertes Gestaltungshandeln im Rahmen der UniWiND Jahrestagung 2025 , Karlsruher Institut für Technologie/UniWiND, Karlsruhe.
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Anonymisierung von Forschungsdaten - Herausforderungen und Perspektiven. Daniel, A., & Meyermann, A. (2025). Workshop Anonymisierung von Forschungsdaten - Herausforderungen und Perspektiven im Rahmen des VerbundFDB Partnertreffen, Frankfurt/Main.
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Trendumfrage Forschungsdateninfrastrukturen 2024 - Daten- und Methodenbericht. Hartstein, J., Blümel, C., & Klein, D. (2025). Trendumfrage Forschungsdateninfrastrukturen 2024 - Daten- und Methodenbericht. Hannover: DZHW. https://doi.org/10.21249/dzhw:base4nfdi-dmr:2.0.0
Abstract
The Trend Survey Research Data Infrastructures 2024 is part of the accompanying research of the Basic Services for the National Research Data Infrastructure (Base4NFDI). The trend survey captures the perception, use and evaluation of established and new data infrastructures and services in the German research landscape. The focus in on the perspective of (potential) users.
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Qualitative Interview Research in Multilingual Contexts—A Comparative Discussion of Language-Related Decisions in Two Empirical Studies. Berg, J., Holzinger, C., Grüttner, M., & Draxl, A.-K. (2025). Qualitative Interview Research in Multilingual Contexts—A Comparative Discussion of Language-Related Decisions in Two Empirical Studies. Forum: Qualitative Social Research, 26(3), Art. 15. https://doi.org/10.17169/fqs-26.3.4367
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Absolventenforschung. Fabian, G. (2025). Absolventenforschung. In P. Pasternack, G. Reinmann, & C. Schneijderberg (Hrsg.), Hochschulforschung: Forschung über Hochschule und Wissenschaft (S. 391-400). Baden-Baden: Nomos Verlagsgesellschaft. http://doi.org/10.5771/9783748943334
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Data and methods of the 2nd phase of the European pilot survey of higher education graduates and recommendations on the way forward. Mühleck, K., Jühlke, R., & Köppen, L. (2025). Data and methods of the 2nd phase of the European pilot survey of higher education graduates and recommendations on the way forward. Technical report on EUROGRADUATE 2022. Luxembourg: Publications Office of the European Union.
Abstract
The EUROGRADUATE 2022 Technical Report complements the final comparative report by detailing the project organisation and methodology used; it also provides an assessment of the quality standard achieved in the EUROGRADUATE 2022 survey, as well as a summary of the lessons learned and recommendations for its further sustainability and quality enhancement. The long-term goal of EUROGRADUATE is to establish a source of comprehensive, comparable, and regular data on higher education graduates covering all countries of the European Economic Area (EEA). The EUROGRADUATE 2022 survey constitutes a significant contribution to the enhancement of the European Education Area, not least through its contribution to the recent Union of Skills initiative.
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Careers, Competences and Values of European Higher Education Graduates in 2022. Mühleck, K., Jühlke, R., Köppen, L., Peter, F., Weßling, K., & Dau, J. (2025). Careers, Competences and Values of European Higher Education Graduates in 2022. EUROGRADUATE 2022 Comparative Synthesis Report. Luxembourg: Publications Office of the European Union.
Abstract
This comparative synthesis report of the EUROGRADUATE 2022 pilot survey provides an analysis on the careers, competences, and citizenship of over 100.000 higher education graduates in 18 EU/EEA countries, covering graduates of the academic years 2020/21 and 2016/17 (one and five years after graduation) on ISCED-2011 levels 6 (Bachelor) and 7 (Master or long degree programs). The project pursues to monitor the educational pathways of graduates, how they evaluate their study experiences, and how this translates into their professional careers and lives as European citizens. The EUROGRADUATE 2022 survey constitutes a significant contribution to the enhancement of the European Education Area.
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