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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.
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
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: email@example.com
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.
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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