Intelligent data migration policies in a write-optimized copy-on-write tiered storage stack. Wünsche, J., Karim, S., Kuhn, M., Broneske, D., & Saake, G. (2023). Intelligent data migration policies in a write-optimized copy-on-write tiered storage stack. In Association for Computing Machinery (Hrsg.), CHEOPS '23: Proceedings of the 3rd Workshop on Challenges and Opportunities of Efficient and Performant Storage Systems. Rom, Italien: ACM. https://doi.org/10.1145/3578353.3589543
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Leveraging educational blogging to assess the impact of collaboration on knowledge creation. Obionwu, V., Broneske, D., & Saake, G. (2023). Leveraging educational blogging to assess the impact of collaboration on knowledge creation. International Journal of Information and Education Technology. https://doi.org/10.18178/ijiet.2023.13.5.1868
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Wie können interdisziplinäre Forschungsfelder klassifiziert werden? Petras, V., Biesenbender, S., Stiller, J., & Trkulja, V. (2023). Wie können interdisziplinäre Forschungsfelder klassifiziert werden? ABI Technik, 43(2), 148-148. https://doi.org/10.1515/abitech-2023-0024
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Ausstattungs-, Kosten- und Leistungsvergleich Fachhochschulen 2021. Grunddaten und Kennzahlen der Hochschule Bremerhaven. Sanders, S. (2023). Ausstattungs-, Kosten- und Leistungsvergleich Fachhochschulen 2021. Grunddaten und Kennzahlen der Hochschule Bremerhaven. Hannover: DZHW (nicht zur Veröffentlichung vorgesehen).
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Gutachten „Bildung und berufliche Souveränität“. Anders, Y., Hannover, B., Jungbauer-Gans, M., Lenzen, D., McElvany, N., ... & Wößmann, L. (2023). Gutachten „Bildung und berufliche Souveränität“. Aktionsrat Bildung. (2023). vbw – Vereinigung der Bayerischen Wirtschaft : Waxmann.
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Digitale Lernumwelten, studentische Diversität und Learning Outcomes: Empirische Befunde und Implikationen für die digitale Hochschulbildung. Gottburgsen, A., Hofmann, Y. E., & Willige, J. (2023). Digitale Lernumwelten, studentische Diversität und Learning Outcomes: Empirische Befunde und Implikationen für die digitale Hochschulbildung. In T. Schmohl, A. Watanabe, & K. Schelling (Hrsg.), Künstliche Intelligenz in der Hochschulbildung (S. 119-144). Bielefeld: transcript.
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Males Should Mail? Gender Discrimination in Access to Childcare. Hermes, H., Lergetporer, P., Mierisch, F., Peter, F., & Wiederhold, S. (2023). Males Should Mail? Gender Discrimination in Access to Childcare. AEA Papers and Proceedings, 113, 427-431.
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Differential updating and morality: Is the way offenders learn from police detection associated with their personal morals? Kaiser, F., Huss, B., & Schaerff, M. (2023). Differential updating and morality: Is the way offenders learn from police detection associated with their personal morals? European Journal of Criminology, 20(3), 1061-1080. https://doi.org/10.1177/14773708221128515
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Hochschulmanagement. Kleimann, B., & Hölscher, M. (Hrsg.) (2023). Hochschulmanagement. Hochschulmanagement, 18(1) Zeitschrift für die Leitung, Entwicklung und Selbstverwaltung von Hochschulen und Wissenschaftseinrichtungen. Bielefeld: UniversitätsVerlagWebler.
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How to Unite Contradictory Visions of Sustainable Internationalization. Vögtle, E. M., & Ferreira Santos, L. (2023). How to Unite Contradictory Visions of Sustainable Internationalization. IAU Horizons, 28(1), 50-51.
Abstract
While demands for sustainable models of internationalization are a recurring theme in the debates on internationalization, it cannot be assumed that shared meanings underlie these discussions and proposed solutions. In the realm of the project INDISTRA, this opinion piece discusses how different understandings and drivers of internationalization might be at odds as HEIs are called to rethink their strategies and practices toward sustainable internationalization and provides some key strategies for implementing sustainable internationalization of HEIs.
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The multidisciplinary roots of higher education research: An analysis of citation patterns. Lovakov, A., & Yudkevich, M. (2023). The multidisciplinary roots of higher education research: An analysis of citation patterns. Higher Education Quarterly, 2023(77), 890-910. https://doi.org/10.1111/hequ.12438
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Ausstattungs-, Kosten- und Leistungsvergleich Fachhochschulen 2021. Grunddatenbericht Hochschule Wismar. Winkelmann, G. (2023). Ausstattungs-, Kosten- und Leistungsvergleich Fachhochschulen 2021. Grunddatenbericht Hochschule Wismar. Hannover: DZHW (nicht zur Veröffentlichung vorgesehen).
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Novel insights on atomic synchronization for sort-based group-by on GPUs. Gurumurthy, B., Broneske, D., Schäler, M., Pionteck, T., & Saake, G. (2023). Novel insights on atomic synchronization for sort-based group-by on GPUs. Distributed and Parallel Databases. https://doi.org/10.1007/s10619-023-07424-2
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Stays abroad of pre-service teachers and their relation to teachers' beliefs about cultural diversity in classrooms. Costa, J., Franz, S., & Menge, C. (2023). Stays abroad of pre-service teachers and their relation to teachers' beliefs about cultural diversity in classrooms. Teaching and Teacher Education (129) (online first). https://doi.org/10.1016/j.tate.2023.104137
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On epistemic properties and field-specific logics in the study of knowledge transfer: Empirical evidence on researchers’ productive interactions from a nationwide survey in Germany. Janßen, M., & Just, A. (2023). On epistemic properties and field-specific logics in the study of knowledge transfer: Empirical evidence on researchers’ productive interactions from a nationwide survey in Germany. 27th International Conference on Science, Technology and Innovation Indicators (STI 2023). https://dapp.orvium.io/deposits/6442ca5b4c613a1222893e2d/view, https://dapp.orvium.io/deposits/6442ca5b4c613a1222893e2d/view (Abgerufen am: 04.10.2023).
Abstract
Researchers are increasingly expected to engage in knowledge transfer (KT), but often the specific expectations remain unclear. To approach the research object of KT, to map existing engagement and to identify barriers to KT, it is essential to include field-specific, discipline-based, and epistemic practice perspectives. Drawing on data from the 2019/2020 Science Survey, we demonstrate the necessity of these perspectives while incorporating the 'productive interaction' approach.
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