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Dr. Olga Diener receives the Dissertation Award of the Alfred Teves Foundation
Dr. Olga Diener receives the Dissertation Award of the Alfred Teves Foundation for the year 2022 in recognition of her excellent dissertation. The dissertation is entitled "Mediator and moderator effects of cognitive evaluation in the intraindividual demand coping process of young teachers: Qualitative approaches and quantitative multi-level analyses of event sampling data ".
Dr Olga Diener will receive her award on 16 June 2023 at the DIES Academicus of Johannes Gutenberg University. The chairs of Business and Economics Education congratulate her warmly on this award for her work.
Dr. Andreas Maur receives departmental award for his dissertation
In recognition of his excellent dissertation, Dr. Andreas Maur receives the Departmental Award of Law and Economics for 2022. The dissertation is entitled „The longitudinal impact of formative quiz feedback on students’ motivational, emotional, and cognitive learning outcomes in a large statistics lecture".
In his longitudinal study, he used autoregressive structural equation models to investigate the impact of electronic feedback on motivational and emotional learning outcomes of bachelor students throughout a semester of a large statistics lecture .
Dr. Andreas Maur will receive his award on 17 November 2023 during the doctoral graduation ceremony at Johannes Gutenberg University. The chairs of Business and Economics Education congratulate him warmly on this award for his work.
Doctorate Miriam Toepper
Miriam Toepper has successfully passed the disputation in her doctoral thesis on 14.02.2023. The dissertation is entitled: "Assessment of critical thinking of students in the German higher education sector - validity analysis of an international adapted test". We sincerely congratulate Ms. Toepper on her outstanding doctorate.
We are pleased to announce the funding of the innovative teaching project “Development of digital microlearning units to promote media (subject) didactic competence and scientific methodological competence in business education studies” (EDiMiLE; runtime 04/2023-03/2024). Under the direction of Dr. Andreas Maur, Katharina Frank and Jasmin Reichert-Schlax, the project addresses the promotion of media(subject)didactic and scientific methodological competencies of students.
Doctorate Olga Diener
Olga Diener successfully passed the disputation in her doctoral dissertation on 22.12.2022. The dissertation is entitled: "Mediator and moderator effects of cognitive appraisal in the intraindividual demand coping process of young teachers: qualitative approaches and quantitative multilevel analyses of event sampling data". We warmly congratulate Ms. Diener on her outstanding doctoral dissertation.
Xu, X., Zhao, P., Hayes, R., Le, N., & Dormann, C. (in press). Revisit the causal inference between organizational commitment and job satisfaction: A meta-analysis disentangling its sources of inconsistencies. Journal of Applied Psychology.
Promotion Andreas Maur
Andreas Maur successfully passed the disputation in his doctoral thesis on 03.11.2022. The dissertation is entitled: "The longitudinal impact of formative quiz feedback on students' motivational, emotional, and cognitive learning outcomes in a large statistics lecture". We would like to congratulate Mr. Maur on his outstanding doctorate.
SIOP Award Winners
Meet Christina Guthier, Christian Dormann, and Manuel Voelkle, the Schmidt-Hunter Meta-Analysis SIOP Award Winners!
We are pleased to be able to present our research work at the following events:
EARLI SIG11 Conference 2022 Digital Transformation in Teaching and Teacher Education:
Frank, K., Reichert-Schlax, J., Zlatkin-Troitschanskaia, O., Brückner, S., Schneider, M., Dormann, C. & Müller, A. (2022, Jun 24). The Effect of Student Teachers’ Media Use on the Acquisition of Teaching Skills Using Digital Tools [Paper presentation]. EARLI SIG11 Conference 2022 Digital Transformation in Teaching and Teacher Education, Oldenburg, Germany.
EARLI SIG1&4 Conference 2022 Exploring research synergies to learn from each other:
Frank, K., Reichert-Schlax, J., Zlatkin-Troitschanskaia, O., Brückner, S., Schneider, M., Dormann, C. & Müller, A. (2022, Jun 29). Evaluation of Teaching-And-Learning Tools to Promote Prospective Teachers Skills in Higher Education [Paper presentation]. EARLI SIG1&4 Conference 2022 Exploring research synergies to learn from each other, Cádiz, Spain.
Abstract:
The focal article by Griep and colleagues raises some highly important issues and it is timely to further advance organizational behavior (OB) and work and organizational psychology (WOP). It comes at the right time because the last two decades can be characterized by two opposing trends. continue
The conference season starts again! We are pleased to be able to present our research work at the following events:
GEBF 2022 "Alles auf Anfang – Bildung im Digitalen Wandel" on March 9th - 11th, 2022.
Reichert-Schlax, J., Zlatkin-Troitschanskaia, O., Brückner, S., Frank, K., Müller, A. & Dormann, C. (2022). Evaluation digitaler Lehr-Lern-Pakete zur Förderung allgemeindidaktischer Kompetenzen angehender Lehrkräfte – Ergebnisse aus einem Prä-Post-Kontrollgruppendesign. (Symposiumsbeitrag)
For more information please click here.
AERA 2022
For current information please click here.
Fischer, J., Zlatkin-Troitschanskaia, O., Bültmann, A.-K., Nagel, M.-T. & Maur, A. (2022). Domain-specificity of online information use in solving job-related tasks in law, medicine, and teaching. (Paper)
Toepper, M., Kühling-Thees, C. & Zlatkin-Troitschanskaia, O. (2022). Meta-Analysis of Empirical International Research on Transfer in Vocational Education and Training – Frontiers and Advances. (Paper)
Reichert-Schlax, J. & Zlatkin-Troitschanskaia, O. (2022). Study success profiles in higher education economics and their influencing factors — A holistic analysis. (Poster)
Kohmer, A. & Zlatkin-Troitschanskaia, O. (2022). Development and implementation of a training to assess and improve university students’ critical online reasoning. (Poster)
Braunheim, D. & Zlatkin-Troitschanskaia, O. (2022). Dealing with Uncertainty and Ambiguity while Assessing Multiple Contradictory Sources. (Paper)
WERA 2022
For current information please click here.
Bültmann, A.-K., Zlatkin-Troitschanskaia, O., Schmidt, S., Nagel, M.-T., Fischer, J., Maur, A. & Brückner, S. (2022). Performance Indicators of Online Information Processing Behaviors of Young Professionals while Solving Critical Reasoning Tasks. (Paper)
Konca, M., Lücking, A., Mehler, A., Nagel, M.-T. & Zlatkin-Troitschanskaia, O. (2022). Computational educational linguistics for “Critical Online Reasoning” among young professionals in medicine, law and teaching. (Paper)
Kühling-Thees, C., Toepper, M. & Zlatkin-Troitschanskaia, O. (2022). Outcomes of the German Funding Program for the Internationalization of Vocational Education and Training Research.
Frank, K., Zlatkin-Troitschanskaia, O., Schlax, J., Brückner, S. & Dormann, C. (2022). Promotion of prospective teachers’ didactic (adaptive) competencies using digital multimedia learning packages — An evaluation study. (Paper)
Maur, A., Zlatkin-Troitschanskaia, O., Bültmann, A.-K., Shenavai, K., Fischer, J., Nagel, M.-T. & Schmidt, S. (2022). Profiles of Generic Critical Online Reasoning among Young Professionals in Medicine, Law and Teaching. (Paper)
Magel, M.-T., Zlatkin-Troitschanskaia, O., Bültmann, A.-K., Fischer, J. Schmidt, S., Maur, A. & Brückner, S. (2022). The Relationship between Web Search Behaviour and Website Characteristics, and Young Professionals’ Critical Online Reasoning. (Paper)
Federiakin, D., Zlatkin-Troitschanskaia, O., Kardanova, E., Kühling-Thees, C., Reichert-Schlax, J., & Koreshnikova, Y. (2022). Cross-National Structure of Economics Competence: Insights from a German and Russian Assessment. Research in Comparative and International Education, online. doi:10.1177/17454999211061243
Abstract:
In this paper, we present a study, which models and measures the competencies of higher education students in business and economics - within and across countries. To measure student competencies in a valid and reliable way, the Test of Understanding in College Economics is used, which assesses microeconomic and macroeconomic competencies. continue
Reichert-Schlax, J., Zlatkin-Troitschanskaia, O., Happ, R., Yamaoka, M., Asano, T., & Abe, S. (2022). Economic literacy among beginning higher education economics students in Japan and Germany and its socio-demographic influencing factors. Research in Comparative and International Education, online. https://doi.org/10.1177/17454999211057621
Abstract:
In view of cross-national student mobility and increasing internationalization of the labor market, a common understanding of economic concepts as well as awareness for country-specific factors influencing economics education is essential. Therefore, the development of instruments that allow for comparable investigation across countries is crucial. continue
Kühling-Thees, C., Reichert-Schlax, J., & Zlatkin-Troitschanskaia, O. (2021). Eine Längsschnittsanalyse der Studieneingangs- und Studienprozessfaktoren auf den Studienerfolg im wirtschaftswissenschaftlichen Bachelorstudium. Zeitschrift für Hochschulentwicklung, 16(4), 97-117.
Abstract:
Studieneingangsvoraussetzungen, wie das Vorwissen, gelten als wesentliche Prädiktoren für den Studienerfolg. Studienanfänger/innen in den Wirtschaftswissenschaften zeichnen sich durch eine große Heterogenität zu Studienbeginn aus. In einer Längsschnittstudie wird betrachtet, inwiefern die heterogenen Studieneingangsvoraussetzungen den Studienerfolg erklären und wie dieser Zusammenhang unter Berücksichtigung der studienprozessbezogenen Einflussfaktoren sich verändert. continue
Roeper, J., Reichert-Schlax, J., Zlatkin-Troitschanskaia, O. Klose, V., Weber, M., & Nagel, M.-T. (2022). Patterns of domain-specific learning among medical undergraduate students in relation to confidence in their physiology knowledge - Insights from a pre-post study. Frontiers in Psychology, online. https://doi.org/10.3389/fpsyg.2021.562211
Abstract:
Research Focus: The promotion of domain-specific knowledge is a central goal of higher education and, in the field of medicine, it’s especially essential to promote global health. Domain-specific knowledge on its own is not exhaustive; confidence regarding the factual truth of this knowledge content is also required. continue
Toepper, M., Zlatkin-Troitschanskaia, O., & Kühling-Thees, C. (2021). Research in International Transfer of Vocational Education and Training – A Systematic Literature Review. International Journal for Research in Vocational Education and Training (IJRVET), 8(4), 138-169. https://doi.org/10.13152/IJRVET.8.4.7
Abstract:
Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. continue
Cortina, J., Dormann, C., Markell, H., & Keener, S. (in press). Endogenous moderator models: What they are, what they aren’t, and why it matters. Organizational Research Methods.
Abstract:
Models that combine moderation and mediation are increasingly common. One such model is that in which one variable causes another variable that, in turn, moderates the relationship between two other variables. There are many recent examples of these Endogenous Moderator Models (EMMs). continue
Research Topic
Zlatkin-Troitschanskaia, O., Alexander, P. A., & Pellegrino, J. W. (2021). Assessing Information Processing and Online Reasoning as a Prerequisite for Learning in Higher Education. Frontiers Research Topic. https://www.frontiersin.org/research-topics/12111/assessing-information-processing-and-online-reasoning-as-a-prerequisite-for-learning-in-higher-educa#articles
Examples of published articles in this volume:
Solano-Flores, G. (2021). The Semiotics of Test Design: Conceptual Framework on Optimal Item Features in Educational Assessment Across Cultural Groups, Countries, and Languages. Frontiers Research Topic. doi: https://doi.org/10.3389/feduc.2021.637993
Leighton, J. P., Cui, Y. & Cutumisu, M. (2021). Key Information Processes for Thinking Critically in Data-Rich Environments. Frontiers Research Topic. https://doi.org/10.3389/feduc.2021.561847
Tkotz, J., Kienhues, D., Jucks, R. & Bromme, R. (2021). Keep Calm in Heated Debates: How People Perceive Different Styles of Discourse in a Scientific Debate. Frontiers Research Topic. https://doi.org/10.3389/feduc.2020.572503
Lücking, A., Brückner, S. Abrami, G., Uslu, T. & Mehler A. (2021). Computional Linguistic Assessment of Textbooks and Online Texts by Means of Threshold Concepts in Economics. https://doi.org/10.3389/feduc.2020.578475
Zlatkin-Troitschanskaia, O., Hartig, J., & Goldhammer, F. (2021). Progressions in Learning in the Age of (Mis)Information – Advances in Higher Education Learning Research [Special Issue]. Studies in Higher Education.
Examples of Published Articles in this volume:
Banerjee, M., & Zlatkin-Troitschanskaia, O. (2021). The gap between knowledge and belief: narrative, affect and students´ deeper learning in higher education. Studies in Higher Education. DOI: 10.1080/03075079.2021.1953330
Zlatkin-Troitschanskaia, O., Hartig, J., Goldhammer, F., & Krstev, J. (2021). Students’ online information use and learning progress in higher education – A critical literature review. Studies in Higher Education DOI: https://doi.org/10.1080/03075079.2021.1953336
Zlatkin-Troitschanskaia, O., Nell-Müller, S., & Happ, R. (Eds.) (2021). Digital Approaches to Promoting Integration in Higher Education – Opening Universities to Refugees. Springer Briefs in Education. Springer International Publishing. DOI: 10.1007/978-3-030-77151-5
About this book:
This book discusses digital learning opportunities in higher education for refugees with different educational, social, cultural and linguistic backgrounds. continue
Zlatkin-Troitschanskaia, O., Brückner, S., Nagel, M.-T., Bültmann, A.-K., Fischer, J., Schmidt, S., & Molerov, D. (2021). Performance Assessment and Digital Training Framework for Young Professionals' Generic and Domain-specific Online Reasoning in Law, Medicine, and Teacher Practice. Journal of Supranational Policies of Education, 13, 9-36.
Abstract:
In the digital age, the Internet is increasingly considered a major information source. This is especially true for informal, e.g., post-university, learning. Evidentially, young professionals are increasingly using online sources as an information and learning tool. Critical reasoning from online information for learning and professional processes in the domains of medicine, law, and teaching is considered a highly relevant competence facet. continue
The secretariat of the chair of Prof. Zlatkin-Troitschanskaia will not be available during August 2nd till 6th 2021.
The conference season continues! We are pleased to be able to present our research work at the following events:
digiGEBF Thementagung Hochschule 2021 am 17.-18. Juni 2021
Reichert-Schlax, J., Brückner, S., Saas, H. & Zlatkin-Troitschanskaia, 0. (2021).
Entwicklung und Evaluation multimedialer Lernpakete zur Förderung allgemeindidaktischer Kompetenzen angehender Lehrkräfte.
Updates zum Programm hier
Jahrestagung der NCME am 8.-11. Juni 2021
11.06.2021, 19-20 Uhr, Research Blitz
Knowledge Acquisition in Higher Education Economics and its Relation to Students` Confidence
Schlax, J., Zlatkin-Troitschanskaia, O. & Nagel, M.
Jahrestagung der ITC am 9.-12. Juli 2021
10.7.21 Room B 14:15 to 15:00. Q&A session in Meeting Room ZOOM-3 at 15:15 to 15:30, Paper presentation
Assessment of Higher Education Students’ Economic Knowledge in Germany and Japan – A
cross-national perspective on gender effects
Schlax, J., Zlatkin-Troitschanskaia, O., Walstad, W. B., Yamaoka, M., Asano, T., Abe, S. & Nagel, M.
10.7.21 Room C 11:00 to 11:45 Paper presentation.
Q&A session in Meeting Room ZOOM-5 at 13 to 13:15
Assessment of Knowledge Development Over the Course of a Bachelor`s Degree – Analyzing Dis-tinct Learning Patterns Using Internationally Established Standardized Tests
Zadow, A. J., Dollard, M. F., Dormann, C. & Landsbergis, P. (in press). Predicting new major depression symptoms from long working hours, psychosocial safety climate and work engagement. A population-based cohort study. BMJ Open. https://doi.org/bmjopen-2020-044133
Abstract:
Presentations Annual Conference AERA 2021
Saas, S., Zlatkin-Troitschanskaia, O., Reichert-Schlax, J., Brückner, S., Kuhn, C. & Dormann, C. (2021, April 9). Development and Evaluation of Digital Multimedia Packages to Improve Situation-Specific Instructional Skills in Teacher Education [Poster presentation]. Annual Meeting of the American Educational Research Association (AERA), Online.
At present (in times of COVID-19), digitalizing teaching and supplementing learning with new online elements is becoming particularly important. Especially in higher education, there is a demand for innovative teaching-learning tools and for formative assessments to be able to educate highly heterogeneous student groups in a targeted manner. continue
For more information click here.
Presentation BMBF Conference„Viele Wege führen zum Erfolg - Ein Dialog zwischen Forschung und Praxis über Studienerfolg und Studienabbruch“
Zlatkin-Troitschanskaia, O., Kühling-Thees, O., & Reichert-Schlax, J. (2021). Studieneingangsdiagnostik zur Vorhersage des Studienerfolgs in den Wirtschaftswissenschaften mittels eines validierten Tests. Vortrag auf der BMBF Tagung „Viele Wege führen zum Erfolg - Ein Dialog zwischen Forschung und Praxis über Studienerfolg und Studienabbruch“ am 27.04.2021 (online).
For more information click here.
Digitales Konferenzjahr der Gesellschaft für Empirische Bildungsforschung (digiGEBF)
The role of individual beliefs when critically dealing with contradictory information from multiple sources
Nagel, M., Troitschanskaia, O., Jurisch, J. & Schmidt, S.
Students’ Critical Online Reasoning and its Influences
Nagel, M., Troitschanskaia, O., Schmidt, S., Jurisch, J. & Molerov, D.
ERASMUS+ Initiative: Shaping the way Higher Education Institutions do Research and Innovation with and for Society (R&I LOOP) 
We are pleased to announce the new EU funded ERASMUS+ Initiative: Shaping the way Higher Education Institutions do Research and Innovation with and for Society (R&I LOOP). This project is a collaborative effort between five partners across four European countries (Portugal, Spain, Italy and Germany) and will be led in Germany at the JGU by Olga Zlatkin-Troitschanskaia and Uwe Schmidt.
For additional information please visit our homepage and social networks:
- Website: www.riloop.eu
- Facebook: www.facebook.com/RILOOP/
- Twitter: www.twitter.com/ri_loop
- LinkedIn: www.linkedin.com/company/r-i-loop
Homberg, M., & Dormann, C. (2021). CoTiMA: Continuous Time Meta-Analysis. R package version 0.3.6. https://CRAN.R-project.org/package=CoTiMA
Abstract:
The CoTiMA R package performs meta-analyses of correlation matrices of repeatedly measured variables taken from studies that used different time intervals. Different time intervals between measurement occasions impose problems for meta-analyses because the effects (e.g. cross-lagged effects) cannot be simply aggregated, for example, by means of traditional fixed or random effects analysis. continue
Zlatkin-Troitschanskaia, O. & Toepper, M. (2021). Assessment of Student Learning Progress in Higher Education – Methodological Approaches and Results. In C. Hughes & M. Tight (Ed.), Learning Gain in Higher Education (International Perspectives on Higher Education Research, Vol. 14). Emerald Publishing Limited, (pp. 33-57). https://doi.org/10.1108/S1479-362820210000014004
Abstract:
This chapter outlines the challenges that research and practice in higher education have faced in measuring students' competences and learning outcomes. Particular attention is given to the systematic and institutional contexts in Germany. continue
Research Training Group (GRK) Digital Information Landscape and its Impact on Students’ Online Learning (DIAPASON)
We are pleased to announce that the Research Training Group DIAPAISON "Digital Information Landscape and its Impact on Students’ Online Learning" is funded by the Gutenberg Council for Young Researchers at the JGU Mainz. Five scholarships starting summer term 2021 will be awarded. The interdisciplinary GRK DIAPASON focuses on the structural and semantic analysis of the online information landscape in which today’s higher education students acquire a large amount of their domain-specific knowledge, and on the relation with student learning in higher education economics and medicine.
Kühling-Thees, C., Zlatkin-Troitschanskaia, O., Nagel, M.-T., Yamada, R. & Shirakawa, Y. (2021). Generic Skills of Economics and Educational Science Students – Insights from a German-Japanese Study. In E. Braun, R. Esterhazy & R. Kordts-Freudinger (Edt.). Research on Teaching and Learning in Higher Education (pp. 83-98). Münster: Waxmann.
Abstract: Assessing domain-specific and generic skills in higher education has gained significant importance worldwide. Recent curricular analyses have confirmed that the acquisition of domain-specific and generic skills is included as a learning outcome in the study manuals and module descriptions of most German and Japanese higher education study programs. continue
Molerov, D., Zlatkin-Troitschanskaia, O., Nagel, M.-T., Brückner, S., Schmidt, S. & Shavelson, R. (2020). Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence. Frontiers in Education (online first). https://www.frontiersin.org/articles/10.3389/feduc.2020.577843/full
Nagel, M.-T., Schäfer, S., Zlatkin-Troitschanskaia, O., Schmer, C., Maurer, M., Molerov, D. & Brückner, S. (2020). How Do University Students’ Web Search Behavior, Website Characteristics, and the Interaction of Both Influence Students’ Critical Online Reasoning? Frontiers in Education (online first). https://www.frontiersin.org/articles/10.3389/feduc.2020.565062/full
Schmidt, S., Zlatkin-Troitschanskaia, O., Roeper, J., Klose, V., Weber, M., Bültmann, A.-K. & Brückner, B. (2020). Undergraduate Students’ Critical Online Reasoning—Process Mining Analysis. Frontiers in Psychology (online first). https://www.frontiersin.org/articles/10.3389/fpsyg.2020.576273/full
Zlatkin-Troitschanskaia, O., Beck, K., Fischer, J., Braunheim, D., Schmidt, S. & Shavelson, R. (2020). The Role of Students’ Beliefs When Critically Reasoning From Multiple Contradictory Sources of Information in Performance Assessments. Frontiers in Psychology (online first). https://www.frontiersin.org/articles/10.3389/fpsyg.2020.02192/full
The chair of business and economics education will be represented at various international meetings in 2021.
Annual meeting of NCME 8.-11. June 2021
Knowledge Acquisition in Higher Education Economics and its Relation to Students` Confidence
Schlax, J., Zlatkin-Troitschanskaia, O. & Nagel, M.
Annual meeting of ITC 9.-12. June 2021
Assessment of Higher Education Students’ Economic Knowledge in Germany and Japan – A
cross-national perspective on gender effects
Schlax, J., Zlatkin-Troitschanskaia, O., Walstad, W. B., Yamaoka, M., Asano, T., Abe, S. & Nagel, M.
Assessment of Knowledge Development Over the Course of a Bachelor`s Degree – Analyzing Dis-tinct Learning Patterns Using Internationally Established Standardized Tests
Schlax, J., Zlatkin-Troitschanskaia, Schmidt, S. & Walstad, W. B.
Epistemic Network Analyses of Eye Tracking Data on Students’ Graph Understanding.
Brückner, S., Schneider, J., & Zlatkin-Troitschanskaia
Students’ Critical Online Reasoning and its Influences
Nagel, M., Zlatkin-Troitschanskaia, O., Schmidt, S., Jurisch, J. & Molerov, D.
Brückner, S., Schneider, J., Zlatkin-Troitschanskaia, O. & Drachsler, H. (2020). Epistemic Network Analyses of Economics Students’ Graph Understanding: An Eye-Tracking Study. Sensors, 20(23), 6908.
To the article: click here.
Brückner S, Zlatkin-Troitschanskaia O, Küchemann S, Klein P and Kuhn J (2020) Changes in Students’ Understanding of and Visual Attention on Digitally Represented Graphs Across Two Domains in Higher Education: A Postreplication Study. Front. Psychol. 11:2090. doi: 10.3389/fpsyg.2020.02090
To the article: click here
Brückner S., Zlatkin-Troitschanskaia O., Pant H.A. (2020) Standards für pädagogisches Testen. In: Moosbrugger H., Kelava A. (Hrsg.) Testtheorie und Fragebogenkonstruktion (3. Aufl., S. 217-248) . Springer, Berlin, Heidelberg.
To the educational book: click here
Habilitation Roland Happ
With his habilitation lecture on 30.06.2020, Dr. Roland Happ completed his habilitation procedure at the Department of Law and Economics at JGU Mainz. The title of the lecture was "Internationally comparative analyses of economic competencies of young adults". The colloquium awarded him the venia legendi for the subject "Educational Science with a focus on vocational and business and economics education". His habilitation thesis is entitled "The influence of the migration background on different facets of economic knowledge - implications for economic education". We congratulate PD. Dr. habil. Roland Happ for his performance.
Marie-Theres Nagel new member of the Gutenberg-Academy
The doctoral student Marie-Theres Nagel was accepted as a junior member of the Gutenberg-Academy, which funds and fosters up to 25 of the most outstanding PhD candidates from all departments of Johannes Gutenberg University. We congratulate Ms. Nagel for this achievement.
New Project Funding: BRIDGE (Performance Assessment of Domain-specific and Generic Use of Online Media by Young Professionals)
We are pleased to announce that the new collaborative project BRIDGE is funded by the German Federal Ministry of Education and Research (BMBF) for a period of three years (2020 to 2023). BRIDGE is a collaborative effort between GU Frankfurt (Principal Investigators: Alexander Mehler, Jochen Roeper) and JGU Mainz (Principal Investigator Matthias Cornils) and is headed by Olga Zlatkin-Troitschanskaia (JGU). The aim of BRIDGE is to assess the influence of online media used in job-specific educational processes. In a longitudinal design, the general critical online reasoning (GEN-COR) and domain-specific critical online reasoning (DOM-COR) of young professionals from three different domains – medicine, law, and teacher training – are measured using performance assessments and analyzed using innovative approaches such as educational data mining and text mining based on approaches from computer linguistics and learning analytics. The core of the project is an online training program that teaches participants how to critically deal with online information by fostering self-learning strategies.
Roeper, J., Zlatkin-Troitschanskaia, O., Klose, V., Nagel, M.-T. & Schlax, J. (2020). A New Approach to Analyzing the Development of Domain-Specific Knowledge Among Undergraduate Medical Students Using Learning Scores. American Journal of Biomedical Science & Research, 7(4).: 319-323.
Abstract: continue
Zlatkin-Troitschanskaia, O., & Schlax, J. (2020). Entry Assessment of 
Student Learning Preconditions in Higher Education – Implications for the Transition from Secondary to Tertiary Education in Germany. European Review: 1–18.
Abstract: continue
ELMaWi-Transfer – Fostering subject-specific competencies of prospective teachers using video-based ELMaWi Tools
The research proposal “ELMaWi-Transfer - Fostering subject-specific competencies of prospective mathematics and economics teachers using video-based ELMaWi tools” by the Chair of Business Education (Dr. Christiane Kuhn, Prof. Dr. Olga Zlatkin-Troitschanskaia, Hannes Saas) has been positively evaluated and recommended for further funding by the Federal Ministry of Education and Research. The transfer project was submitted in cooperation with the Leibniz Institute for Science and Mathematics Education in Kiel (Department of Mathematics Education) and represents a continuation of the successful joint ELMaWi project (https://www.eng.elmawi.de/). The expected project start date is 1 July 2020.
Contact: christiane.kuhn@uni-mainz.de; hannes.saas@uni-mainz.de
KoKoHs-Map:Mapping Competency Acquisition in Higher Education and its Influences (2020 – 2020)
The research proposal “KoKoHs-Map: Map of Competence Acquisition in Higher Education and Its Influencing Factors. A Meta-Study on the Results of the KoKoHs Funding Initiative (2011-2020)" by the Chair of Business and Economics Education (Prof. Dr. Olga Zlatkin-Troitschanskaia, Miriam Toepper) has been positively evaluated and recommended for further funding by the Federal Ministry of Education and Research. The project was submitted in cooperation with the HU Berlin (Prof. Dr. Hans Anand Pant) and represents a continuation of the successful joint KoKoHs project. The project starts on 1 January 2020.
Numerous competence models and test procedures have been developed within the scope of the KoKoHs funding initiatives since 2011. Using these validated instruments, the 39 project consortia surveyed students' competencies in a broad range of subjects and across disciplines. In KoKoHs, an (inter)nationally unique database on the level, acquisition and development of students' competences was created. This data is being meta-analytically evaluated in the BMBF-funded collaborative project "KoKoHs-Map“ to gain cross-project insights into academic competence acquisition. The aim is to create a differentiated research map on the acquisition of students’ competencies and their key influencing factors
Contact: info@kompetenzen-im-hochschulsektor.de
PLATO: Funding by the German Federal State Rhineland-Palatinate
PLATO has been granted funding by the German federal state Rhineland-Palatinate, starting in 2019 up until 2023. The research platform is funded at the University of Mainz and is subject to regular evaluation. The aim of the research platform is to consolidate and focus the cooperation in PLATO on the basis of third-party-funded collaborative programs.
RMU Funding: The Effects of the Internet on Learning in Higher Education
PLATO was granted funding from the initiative fund of the Rhine-Main Universities (RMU), from 2018 until 2020. The RMU funding has been used to consolidate pilot studies on the effects of the Internet on learning and to prepare a basis for a cross-university application to solidify PLATO collaboration structures.
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Dr. Roland Happ (Chair of Business and Economic Education Prof. Dr. Olga Zlatkin-Troitschanskaia) gave a lecture on behalf of the Federal Association for Economic Development and Foreign Trade in Mainz on 04.09.2019 in front of a delegation of 20 university professors. The delegation comes from the Guangdong Agriculture Industry Business Polytechnic College in China. The topic of the lecture was the economic knowledge of German and Chinese students.
On October 14th 2019 an internal research colloquium of the Chairs of Business and Economics Education will take place. Therefore, the secretariats and offices will not be available on this day.
The secretariat of the chair of Prof. Zlatkin-Troitschanskaia will not be available during October 7th till 11th 2019. In urgent cases, please get in contact with the staff or via mail: lstroitschanskaia@uni-mainz.de
Zlatkin -Troitschanskaia, O., Jitomirski, J., Happ, R., Molerov, D., Schlax, J., Kühling-Thees, C., Förster, M. & Brückner, S. (2019). Validating a Test for Measuring Knowledge and Understanding of Economics Among University Students. Zeitschrift für Pädagogische Psychologie, 32(2), 119–133.
Abstract:
University students' knowledge and understanding of economics have mostly been investigated cross-sectionally; however, longitudinal analyses are needed to determine which factors influence knowledge development and to draw valid conclusions based on test results. In the WiWiKom II project, a quasi-experimental longitudinal study was conducted assessing bachelor students of business and economics over the course of their studies in Germany (N = 39 universities). In this project, running from 2016 – 2019, the test-takers complete the WiWiKom II-test of economic knowledge (adapted TUCE4G and TEL4G items) and a general cognitive ability test (BEFKI 11) at four measurement points, each one year apart. In this paper, we describe the validation of the test instrument based on the data from the first measurement (winter semester 2016/17). We compare students' results on the economic knowledge test and the general cognitive abilities test between first-year students of economic sciences (N = 3,710) and social sciences (N = 1,347) to determine the discriminant validity of the economic knowledge test. The findings from the confirmatory factor analyses presented here show that the items on general cognitive ability and economic knowledge are empirically separable. As expected, there were no differences in the factorial structure between the comparison groups (economic vs. social science students) at the beginning of their studies.
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