370 Erziehung, Schul- und Bildungswesen
Refine
Document Type
- Journal article (24)
- Book chapter (18)
- Issue of a journal (12)
- Conference proceeding (10)
- Book (4)
- Working Paper (4)
- Doctoral Thesis (1)
- Report (1)
Is part of the Bibliography
- yes (74)
Institute
- ESB Business School (25)
- Zentrale Einrichtungen (11)
- NXT Nachhaltigkeit und Technologie (10)
- Informatik (7)
- Texoversum (6)
- Technik (3)
- Life Sciences (2)
Publisher
- Hochschule Reutlingen (17)
- DUZ Medienhaus (5)
- Springer (5)
- Elsevier (3)
- Hochschulrektorenkonferenz (3)
- CESifo GmbH (2)
- Deutscher Akademischer Austauschdienst (2)
- Waxmann (2)
- kopaed (2)
- wbv Publikation (2)
You don't just use software processes, you have to engineer them: a teachers' experience report
(2025)
Software processes are the game plan to develop comprehensive software systems, and there are many ways to teach software processes. Nowadays, the normal approach is to teach students to use software processes correctly, usually by explaining what agile methods are about or by introducing tools that already implement selected processes, and then letting students apply such selected tools and methods in smaller projects or project courses. However, while this approach addresses the application of, e.g., Scrum or Unit Testing, the question of how a company develops its own software process is not answered. With this paper, we address this issue and share our experiences from more than 15 years of teaching the analysis, design, realization, and improvement of software processes in our joint Software Process Engineering course, which is based on a structured Software Process Improvement model. We contribute insights into the process improvement model that builds the foundation of the course, an overview of the course content, and we share our experiences, lessons learned, and recommendations for teachers.
Student academic success plays an important role in higher education institutions, as it is often used as a core measure of university performance. Internationally, there is an extensive literature on the predictors of academic success. In addition to intellectual variables, the effects of psychological factors have received increased attention. However, there is little literature on cross-cultural differences in the predictors of academic success. This study examines three psychological predictors (hope, self-efficacy, and motivation) and investigates differences between the scores of business students at a university in Germany and a university in Finland. The results indicate differences in students’ scores on the predictor hope. In addition, some differences were found in relation to the students’ demographics. Regarding the predictive power of the factors examined, for hope and self-efficacy this was higher in Finland than in Germany.
Nowadays graduates are more international than ever. This is especially true for graduates of business and management studies. They have passed international study semesters abroad; realized international internships; worked in international work groups; attended courses with international lecturers; learned several languages. Why would such graduates not think about applying for a job abroad directly after their studies? ‘Self-initiated expatriates’ is the term used to describe job seekers that are not sent abroad by a company but decide themselves to apply for a job in another country. Going for a professional stay abroad directly after graduation should be appealing since graduates are mostly quite flexible – no family, no children, not settled down.
For companies, hiring self-initiated expatriates can be quite attractive, among others for cost reasons: they do not pay for relocation and they are not responsible for repatriation issues either. How easy is it for companies to hire such graduates?
Dynamic personalization of learning trajectories that integrate different perspectives and variable scenarios is a viable way to improve the effectiveness and efficiency of training and education. Serious games offer a designated platform for this by aggregating learner interactions and using these to dynamically configure, adjust, and tailor the game to individuals and contexts. An architecture is presented to support the creation of serious games for specific scenarios in a faster, more effective, and efficient manner. Following a research-by-design approach, the architecture is simultaneously developed and applied in case studies, with the experiences infused as enhancements for subsequent design iterations.
Without a school degree, students can have difficulty in the labour market. To improve the lives of upper-secondary school dropouts, German states instituted a school reform that awarded an interim degree to high-track students upon completion of Grade 9. Using retrospective spell data on school careers from the National Educational Panel Study (NEPS), our difference-in-differences approach exploits the staggered implementation of this reform between 1965 and 1996. As intended, the reform reduced downgrading to lower school tracks. Surprisingly, it also increased successful high-track completion, arguably by reducing the perceived risk of trying longer to succeed in the high-track school.
Vergleicht man die Corona-bedingten Schulschließungen in Deutschland mit sechs ausgewählten Ländern Europas im Zeitraum von Januar 2020 bis Mai 2021, liegt Deutschland auf dem zweiten Platz der längsten Schulschließungen mit insgesamt 183 Tagen. Länger schlossen nur die Schulen in Polen mit insgesamt 273 Tagen. Bei der Herausforderung, auf Distanzlehre umzusteigen, ist als Ausgangslage der Digitalisierungsstand der Schulen vor Corona ein wichtiger Faktor: Deutschland liegt in Bezug auf Online-Lernplattformen und Ressourcen bzw. Vorbereitungszeit für die Nutzung digitaler Geräte im Unterricht auf den letzten Rängen.
Die Teilnahme am verpflichtenden Religionsunterricht in der Schule kann nachhaltige Auswirkungen auf das Leben von Schuler:innen haben. Seit den 1970er Jahren haben die deutschen Bundeslander zu unterschiedlichen Zeitpunkten den verpflichtenden Religionsunterricht an offentlichen Schulen abgeschafft und durch eine Wahlmoglichkeit zwischen Ethik- und Religionsunterricht ersetzt. Unsere Studie zeigt, dass die Reformen nicht nur zu einer geringeren Religiositat der Schuler:innen im spateren Leben fuhrten, sondern auch traditionelle Einstellungen zu Geschlechterrollen verringerten sowie Erwerbsbeteiligung und Einkommen erhohten. Hingegen beeinflussten die Reformen nicht die Lebenszufriedenheit oder ethisches Verhalten wie etwa ehrenamtliches Engagement.
The scheduling problem of distributed permutation flow shop with limited buffer aiming at production efficiency measures has attracted widespread attention due to its closer alignment with real manufacturing environments. However, the energy efficiency metric is often ignored. The Energy-efficient Scheduling of Distributed Permutation Flow shop with Limited Buffer (EEDPFSP-LB) with the objectives of Makespan (Cmax) and Total Energy Consumption (TEC) is studied, and a Cooperative Fruit Fly Optimization Algorithm (CFOA) is proposed in this paper. First, the critical path of EEDPFSP-LB is identified, and energy-efficient operation are applied to non-critical paths to reduce the system’s energy consumption. Second, five acceptance criteria for multi-objective optimization are introduced to enhance the diversity of the population. Third, to select a superior next-generation population, a new congestion calculation method is introduced to resolve the issue of indeterminate positional relationships among non-dominated solutions with identical crowding distances at the same dominance level. Finally, CFOA is extensively tested and compared with state-of-the-art algorithms across 360 instances, demonstrating CFOA’s strong competitiveness in solving EEDPFSP-LB.
Obwohl die Physik in den MINT-Studiengängen eine zentrale Rolle einnimmt, zeigen Studierende zu Studienbeginn Defizite im Grundlagenbereich. In der Hochschulföderation Süd-West (HfSW) haben fünf Partnerhochschulen einen digitalen Übungsaufgabenkatalog Physik entwickelt. Dieser wurde an den Partnerhochschulen mehrfach erprobt und liegt jetzt als freies Lern- und Lehrmaterial (Open Educational Ressource OER) für Lehrende aus Hochschule und Schule vor. Der Aufgabenkatalog und Ergebnisse aus der Erprobung werden in diesem Beitrag vorgestellt.
Purpose:
Competency models are widespread in entrepreneurship and help develop educational offerings. Although existing models cater to specific sub-disciplines, the field of Industry 4.0 startups still needs a tailored competency. Therefore, this study aims to bridge this gap by developing a specific competency model to address the unique challenges in Industry 4.0 entrepreneurship.
Design/methodology/approach:
The research approach involved a content analysis and interview study in compiling and categorizing the necessary competencies to succeed in the Industry 4.0 domain. The developed model was subjected to different forms of validation using the Content Validity Index and inter-rater reliability incorporating expert feedback.
Findings:
The described multi-methodological approach resulted in the proposed “CompEntre 4.0” model, which contains 23 crucial competencies for Industry 4.0 startups. The results of this model validation demonstrate that it meets the necessary threshold values, establishing its reliability and potential for future use and further improvement.
Practical implications:
By providing a structured framework tailored to the specific demands of this domain, the competency model has the potential to guide and empower entrepreneurs, improving their prospects for success in the rapidly evolving landscape of Industry 4.0.
Originality/value:
While there are specific competency models for the entrepreneurship field and for specific sub-disciplines of entrepreneurship, there is, despite numerous specifics, no competency model for Industry 4.0 entrepreneurship yet.