Business and Economics Education JGU Mainz

Welcome to the homepage of the Mainz Business and Economics Education Department!


May 2021: Announcement presentation

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.


May 2021: Announcement presentation

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.


April 2021: Announcement presentations

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.


April 2021: New project permit

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:


March 2021: Announcement Publication

Homberg, M., & Dormann, C. (2021). CoTiMA: Continuous Time Meta-Analysis. R package version 0.3.6.



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


March 2021: Announcement Publication

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).

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


January 2021: New project permit

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.


January 2021: Announcement publication

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



January 2021: Announcement publications





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).

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).

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).

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).


January 2021: Announcement of paper presentations

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.


December 2020: Announcement of publication

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.


01.09.2020: Announcement of publications

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


August 2020: Announcement

Prize for the habilitation thesis


The habilitation thesis of PD Dr. Roland Happ was awarded with the prize of the Käthe and Ulrich Pleiß Foundation. The title of the habilitation thesis is "The influence of the migration background on different facets of economic knowledge - implications for economic didactics". The prize money is 3,000 €


Further information can be found on the foundation's homepage


The Chairs of Business Education congratulate PD Dr. Roland Happ on this award for his work.


July 2020: Appointments

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.


July 2020: New projects permits

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.


23.06.2020: Announcement of publications

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


January 2020: New projects permits

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 ( 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.
(for more information click here.)


20.09.2019:  Lecture for Chinese delegation

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.


06.09.2019: Announcement

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.


06.09.2019: Announcement

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:


06.09.2019: Announcement of publication

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.

More news can be found here.