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Patrizia Kühner
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Last Name
Kühner
First name
Patrizia
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+41 71 224 2181
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1 - 10 of 19
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PublicationType: journal articleJournal: Zeitschrift für Berufs- und WirtschaftspädagogikIssue: 114 (3)
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PublicationProblem-Based Assignments as a Trigger for Developing Ethical and Reflective CompetenciesThe following research question serves as the starting point of this research and development project: How, in the context of a didactic design, can problem-based assignments trigger learning activities for the development of ethical and reflective competencies in students in economics courses? This paper focuses on the design of problem-based assignments as a trigger for purposeful learning activities, and, based on the literature, summarizes the principles of problem-based assignment design. A case study on the “city economics” topic outlines the implementation of these principles in a specific economics class context. In the context of a design-based research approach, the development and testing of the design are linked to the creation of design principles comprising many situations. In conclusion, the paper presents its preliminary research results.Type: journal articleJournal: Interdisciplinary Journal of Problem-Based Learning : IJPBLVolume: 11Issue: 2
Scopus© Citations 4 -
PublicationHow do they find their place? A typology of students' enculturation during the first year at a business schoolStudents' experiences of their first year of studying are of prime importance for their further development in Higher Education (HE). Consequently, the first year and the related phenomena of student performance, retention, and dropout have been extensively studied. Research shows that during the first year, the individual student's ability or failure to adapt to the new socio-cultural environment influences his/her academic success. Yet, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. Applying a socio-cultural approach, our qualitative interview study followed 14 university students through their first year, investigating why some students experience an easier transition into HE compared to others. Our research results in a typology of four transition types characterized by their orientation towards the socio-cultural context of studying.Type: journal articleJournal: Learning, culture and social interactionVolume: 12
Scopus© Citations 7 -
PublicationType: conference paper
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PublicationFaculty motivation as a key to integrating sustainable development into teaching and learning( 2016-07-13)The systematic integration of sustainable development into Higher Education curricula remains a challenge for many universities. Among other aspects, faculty motivation to include sustainable development into their courses seems to be crucial. However, empirical research regarding faculty motivation in the context of sustainable development is scarce. Based on the motivational systems theory, this paper aims to provide insights into how faculty can be motivated. This study is based on a literature review on faculty motivation and an interview study. Results include faculty’s motivators as well as obstacles to integrate sustainable development into their curricula. For instance, faculty’s capability and context beliefs are important levers for faculty motivation. This research contributes to the theory of integrating sustainable development into Higher Education and advances our insights into faculty motivation. From a practical viewpoint, it also provides insights into possible support measures for faculty.Type: conference paper
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PublicationA typology of students’ enculturation during the first year at University( 2016-07-13)The first year of studying has been extensively researched in order to better understand the transition into Higher Education (HE) as well as the phenomena of student performance, retention, and drop out. Although research points to the importance of the socio-cultural dimension of first-year experiences, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. To address this research gap, an interview study was conducted with 15 first-year university students. The analysis revealed distinctive transition processes into HE that were developed into a typology with four transition types. Interestingly, students who tended to be more critically reflective about their studies were in danger of having a rougher transition than less critically reflective counterparts. For the former, it is essential to develop social relationships that tie them to their studies while the latter manage study-related challenges by simply working through them.Type: conference paper
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PublicationHow to motivate faculty to engage in teaching for sustainability?( 2015-03-18)Schmid, CécileWorkshop Description: In this workshop, the focus was on faculty motivation as a major driver for the integration of sustainability into higher education institutions. For instance, discussion groups with students at the University of St. Gallen suggest that faculty’s authenticity in presenting sustainability issues is of major importance in order to fully integrate sustainability into higher education curricula. However, in order to reach this authenticity, faculty need to be convinced by the goals and content of education for sustainability. In the workshop, we started out with a student’s point of view on good and bad practices of teaching at the University of St. Gallen. As a next step, we asked the participants to reflect on what they perceive as key challenges regarding motivation and ability to integrate sustainability in higher education. Working with these challenges, 3-4 groups became experts on certain motivational issues and worked out recommendations for the other groups on particular questions, such as Which good practices regarding the integration of sustainable development in the curriculum can we communicate to our faculty? What are drivers for faculty to integrate sustainable development into their curriculum? What kind of support is needed by faculty? What measures/tools/ideas do exist?
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PublicationType: conference contribution
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PublicationType: conference contribution
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